
UNITED 5TATE 
HISTORTI 





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STUDIES 



IN 



UNITED STATES HISTORY 



A GUIDE FOR THE USE OF STUDENTS 
AND TEACHERS 



BY 



SARA M. :^IGGS 

Professor of History, Iowa State Normal School 



BOSTON, U.S.A. 

GINN & COMPANY, PUBLISHERS 

Cl)e Sttbcnacum prcfi(0 

1902 



thfTibrarv or 

CONGRESS, 

Two Coptes RECtweo 

JUL. 22 1902 

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CLASS Cl/XXc. Mo. 

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COPY B. 



Copyright, 11502 
By SARA U. RIGGS 



ALL RIGHTS RESERVED 



PREFACE 



The plan outlined in this book is the result of experience. 
It is an attempt (i) to place before the pupil such topics, 
questions, and material as will lead him in his study to a 
thorough comprehension of the facts of American history 
in their relation to each other, and (2) to present the subject 
as a connected whole, in accordance with the principles of 
its development. 

The "library" and "source" methods are combined in 
order to give the widest scope to the study. If only a single 
text is found practicable, the topics referring to outside 
material may be omitted, or used as topics for individual 
research, the results of such work being presented to the 
class. 

Since the book is intended primarily as a working guide 
for the pupil in his study of the text-books or the library 
references, the most satisfactory results can be obtained 
from its use only when a copy is in the hands of each pupil. 

Credit is due Miss Sara F. Rice, associate professor of 
history in the Iowa State Normal School, for reading the 
manuscript and other valuable assistance. 

SARA M. RIGGS. 

Cedar Falls, Iowa, 
June, 1902. 



GENERAL INTRODUCTION 



VALUE OF HISTORY 

"In it is plainest taught and easiest learnt, 
What makes a nation happy and keeps it so, 
What ruins kingdoms, and lays cities flat." 

The roots of the present lie deep in the past, and the real significance 
of contemporaneous events cannot be grasped unless the historical 
causes which have led to them are known. 

Report of the Committee of Seven, History in Schools. 

The principal reasons for the study of history are that it trains the 
memory, is a steady practice in the use of materials, exercises the judg- 
ment, and sets before the student's mind a high standard of character. 
It is the best training for administrative duties, for citizenship, for public 
life, and especially for the decision of any question which needs a 
knowledge of the past for its settlement. 

Channing and Hart's Guide to American History, sec. 5, pp. 7-9. 

Note. — Read pp. 16-26 in the Report of the Committee of Seven, History 
in Schools. , 

WHAT IS HISTORY.? 

History deals with the life of a people in the process of growth. 

Mace's Method in History. 

History is not simply events. It is the logic of events. 

Morris. 

What is history.' The record of human beings, that is all. 

HiGGINSON. 
V 



vi General hitroduction 



HISTORY IN ITS RELATION TO OTHER SUBJECTS 

References 

Report of the Committee of Seven, History in Schools, 27- 

33. 81-85, 95-100. 
Channing and Hart's Guide to the Study of American History. 
Hinsdale's How to study and teach History. 
Kemp's Method in History, S0-102. 

Geography, literature, and civil government go hand in hand 
with history. Geography acquaints us with the theater of action 
and the natural causes of events ; literature reveals the spirit of 
the times ; while civil government, dealing with present political 
conditions, gives a basis for comparison between the past and the 
present, and shows the results of the past development. 



rp:ferences for the study of 
american history 

SOURCES 

" To the law and to the testimony, to the charter and to the chronicle, 
to the abiding records of each succeeding age, writ on the parchment 
or graven on the stone, — it is to these that the teacher of history must 
go himself and must guide others." 

Hart's Source Book. The Macmillan Company. (60 

cents.) 
Hart's American History told by Contemporaries. 4 vols. 

The Macmillan Company. ($2.00 per vol.) 
Caldwell's American History Studies: American History 

Survey, American Territorial Development, American 

Legislators. Ainsworth & Co. (65 cents each.) 
Caldwell's American History. Ainsworth & Co. ($1.10.) 
Old South Leaflets. Directors of the Old South Work, 

Boston, Mass. (5 cents each.) 



General /ntj'oductiou vii 

American History Leaflets. A. Lovell & Co. (lo cents 

each.) 
Preston's Documents. G. P. Putnam's Sons. 
MacDonald's Select Charters of American Histor)^, 1606- 

1776; Select Documents, 1776-1861. The Macmillan 

Company. 

There are two sides to history, the outward events in their succession, 
with which secondary historians alone can deal; and the inner spirit, 
which is revealed only by the sources. — Hart's Contemporaries, I, 3. 



TEXT-BOOKS 
Grammar grade 

Montgomery's Leading Facts of American History. Ginn & 
Company. 

Channing's Short History of the United States. The Mac- 
millan Company. 

Gordy's History of the United States. Charles Scribner's 
Sons. 

Thomas' History of the United States. D. C. Heath & Co. 

The New Era History. Eaton & Co. 

Gibson's School History of the United States. 

Fiske's American History. 

High scltool and Nonnal 

Montgomery's Student's American History. Ginn & Com- 
pany. 

Channing's Students' History of the United States. The Mac- 
millan Company. 

McLaughlin's History of the American Nation. D. Appleton 
& Co. 

Epochs of American History. 
Thwaites' Colonics. 
Hart's Formation of the Union. 
Wilson's Division and Reunion. Longmans, Green & Co. 



viii General Introduction 

McMaster's School History of the United States. American 

Book Company. 
Sheldon's History of the United States. D. C. Heath & Co. 
Johnston's American History. Henry Holt &' Co. 
Lee's History of the United States (southern). 
Thorpe's History of the United States. The Macmillan 

Company. 

GENERAL REFERENCE BOOKS 

The library should be the center and soul of all study in history and 
literature. — Report of the Committee of Seven. 

Adams. History of the United States, i 789-1 817. 9 vols. 
American History Series. 7 vols. Charles Scribner's Sons. 
Fisher's Colonial Era. 
Sloane's French War and the Revolution. 
Walker's Making of the Nation. 

Burgess' The Middle Period ; The Civil War and the 
Constitution, 2 vols. ; Reconstruction and the Consti- 
tution. 
New volumes have appeared since this was written. 
American Statesmen Series. Biographies. 
Andrews. Last Quarter Century of the United States. 2 vols. 
Charles Scribner's Sons. 
United States History. 2 vols. Charles Scribner's Sons. 
Barnes. Popular History of the United States. 
Brooks. The Century Book of Famous Americans. 
Bryant and Gay. Popular History of the United States. 

4 vols. 
Coffin. Old Times in the Colonies. 
Boys of '76. 
Building the Nation. 
Boys of '61. 
Following the Flag. 
Dodge. Bird's Eye View of the Civil War. 
DovLE. English Colonies in America. 



General Introduction ix 

Drake. The Making of New England. 

The Making of Virginia and Middle Colonies. 

The Making of the Great West. 

The Making of the Ohio Valley States. 
Eggleston. Beginners of a Nation. 

Household History of the United States. 
FiSKE. History of the United States to 1789. 10 vols. 

Discovery and Exploration. 2 vols. 

Beginnings of New England, i vol. 

Old Virginia and her Neighbors. 2 vols. 

The Dutch and Quaker Colonies. 2 vols. 

The Revolution. 2 vols. 

The Critical Period, i vol. Houghton, Mifflin & Co. 
Foster. A Century of American Diplomacy. 
Frothingham. Rise of the Republic. Little, Brown & Co. 
Greeley. The American Conflict. 2 vols. 
Griffis. The Romance of Discovery. 

The Romance of Colonization. 

The Romance of Conquest. 
HiGGiNSON. Larger History of the United States. Harper 

Bros. 
HiLDRETH. History of the United States. 6 vols. 

Half Hours with American History. 2 vols. 
Hinsdale. Old Northwest. 2 vols. 
JuDSON. The Growth of the American Nation. 
Earned. History for Ready Reference. 
Lodge. English Colonies in America. Harper Bros. 
Maclav. History of the Navy. 2 vols. 

McMaster. History of the People of the United States. 5 vols. 
Parkmax. The Jesuits in North America. 

The Pioneers of France. 

Pontiac's Conspiracy. 

A Half Century of Conflict. 
Pav.n'e. History of the New World. 
Rhodes. History of the United States since the Compromise 

of 1850. 4 vols. 
RiDi'ATH. Popular History of the United States. Hunt & Eaton. 



X General Introdtietion 

Roosevelt. Winning of the West. 3 vols. 
Roo.SEVELT AND LoiJGE. Hero Tales from American History. 
ScHOULKR. History of tlie United States of America. 5 vols. 
Smith, Goldwin. The Political History of the United States. 

The Macmillan Company. 
Wa.shington and his Country. Ginn & Company. 
Sparks. Expansion of the American People. 
Thorpe. History of the United States. 
Trevelvan. The American Revolution. 2 vols. (Written from 

the British standpoint.) 
VoN HoLST. Constitutional History of the United States. 
Wilson. History of the Rise and Fall of the Slave Power in 

America. 3 vols. 
WiNsOR. Narrative and Critical History. 8 vols. 



BOOKS pN THE TEACHING OF HISTORY 

Every teacher should acquaint him.self witli the fundamental prin- 
ciples of historical study and historical thinking. He should learn 
what historical facts are, and how they are to be interpreted and 
arranged. — Report of the Committee of Seven. 

The Study of History in Schools. The Macmillan Company. 

(50 cents.) 
Barnes, Mary Sheldon. Studies in Historical Method. 

D. C. Heath. (90 cents.) 
Channing and Hart. Guide to the Study of American History. 

Ginn & Company. ($2.00.) 
Fling. An Outline of Historical Method. Ainsworth & Co. 
Hinsdale. How to teach and study History. D. Appleton & 

Co. (,«i.5o.) 
Kemp. An Outline of Method in History. Inland Publishing 

Company, Terra Haute, Ind. ($1.00.) 
Mace. Method in History. Ginn tS: Company. ($1.00.) 



GENERAL SUGGESTIONS TO THE 
TEACHER 

Careful attention should be given to the special " sugges- 
tions " in the body of the book. These are given as direc- 
tions and should be followed. 

NOTEBOOKS 

Every pupil should be required to secure a notebook in 
durable form. The notebook should be an aid to the study ; 
therefore it should be in constant use. Do not ask pupils 
to record there simply facts or statements gathered from the 
text-books. If properly used, it should contain the results 
of the pupil's own research and thought. 

The notebook work should be brought to the recitation to 
be used as a basis for class discussions. The conclusions of 
the various pupils may then be compared, and corrected, if 
need be. Additional notes may be taken showing the 
results of the recitation. Require individuality and origi- 
nality in all work here, unless credit is given by marginal 
references for the opinions of others. When notes are taken 
from a study of " Sources," require references to be made so 
that the material may be consulted, if necessary. 

USE OF BOOKS 

Complete references are given that the student and teacher 
may read as widely as time and circumstances permit. 

Each pupil should possess at least one good text-book. 
Other texts should be accessible for reference, even though 

xi 



xii General Suggestions to the Teacher 

one only is used as a basis for the work. If "source" 
material is used as the basis for study in the preparation 
of a lesson, it should be in tJie hands of every member of 
the dass. 

Avoid the error of requiring too much reading from out- 
side references. See that the outside reading is done with 
some specific end in view, never just for the sake of occu- 
pying time. 

THE RECITATION 

The object of the recitation should not be that alone of 
finding out how much the pupil remembers. The study, 
analysis, and coordination of historical material, under the 
teacher's guidance, should form an important part of each 
day's work. The following day the pupil may be tested as 
to his grasp of the subject. Every recitation then presents 
an opportunity to learn as well as to tell what is known. 

Written recitations should be required occasionally, that 
each pupil may derive the benefit and discipline of such 
work. 

Do not follow slavishly the questions and topics given in 
the outline ; these are to be used as a guide during the 
preparation of the lesson, but must be enlarged upon as 
the needs of the recitation demand. 

PREPARATION 

The day is passing when the subject of history will be 
intrusted to the teacher who is not thoroughly prepared for 
his work, for it is fast being recognized as a study worthy of 
the best kind of treatment, because of its intrinsic value, 
not alone as a " culture study " but as a " disciplinary 
study." 



General Suggestions to the Teacher xiii 

As a general preparation, every teacher should have had 
some instruction in methods of teaching, and should know 
what are the essentials of historical study ; he should have 
worked out for himself the meaning of historical facts. 
Every teacher must be a careful student as well as a teacher, 
if he would be really successful. He should not fail to con- 
sult books on methods. 

As a special preparation for the separate lessons, do the 
work that is required of the pupils ; read widely ; analyze 
thoughtfully what is read ; study to present the lesson clearly 
and interestingly ; in a word, be thoroughly " alive to the 
subject." 



STUDIES IN UNITED STATES 
HISTORY 

INTRODUCTION 

NORTH AMERICA 

I. Physical Characteristics 

The life of a nation, like that of an individual, depends mainly on 
two factors : the moral and mental make-up of a nation, or the indi- 
vidual, and the opportunities of improvement which are placed within 
reach. — Channing's United States History, p. 5. 

1 . Compare eastern and western coasts of North America 

as to adaptability for settlement. 

2. Compare Europe and America as to temperature, rain- 

fall, land configuration, and natural means of com- 
munication. 

3. Compare northern and southern settlers as affected by 

their natural environment. 

4. As you study, note how the life of the people of North 

America has been affected by their physical environ- 
ment. 
References. 

Channing, 1-17 ; Epochs, I, 1-7. 

Fisher, 1-4; Doyle, I, 5-8 ; Winsor, IV, 1-30. 

Shaler, I, 1-50 ; Payne, 18-25 ; Weeden, I, 1-7. 

Guyot's Earth and Man, Lecture IX. 

Hinsdale's Old Northwest, 1-5. 



2 Studies in United States History 

II. Native Peoples 

Suggestion. — Study to find out whether they have affected 
our civilization. 

1. Who were the mound builders.' 

Find out what you can about them. 

2. Indians. 

a. Characteristics. 

b. Contrast Indians of southern portions of North 

America with those of northern portions. 

c. Were the Indians treated fairly by the early explor- 

ers and settlers } 

(Write in notebooks a summary of arguments.) 
J. What are we now doing for the Indian ? 

Is the treatment just ? 
e. Did Indian opposition have a good effect or not .-' 

References. 

McLaughlin, 1-4. 

Epochs, I, 7-19 ; Montgomery, 14-19. 

Fiske, 1-14; McMaster, 66-70; Sheldon, 51-56, 381-385. 

Gordy, 76-85 ; Eggleston, 71-76, 85-89, 118, 370. 

Fisher, 5-12 ; Fiske's Discovery of America, I, 1-147. 

Doyle, I, 8-17 ; Shaler, I, 190-273. 

Bancroft, II, 86-136; Hildreth, I, 50. 

Andrews, I, Introd. ; Bryant, I, 19-34. 

Weeden, 23- 46 ; Parkman's Jesuits in North America. 

Nadaillac's Prehistoric Americans. 

Catlin's North American Indians. 

Supplementary reading. 
Longfellow's Hiawatha. 
Cooper's Last of the Mohicans. 
Helen Hunt Jackson's Ramona. 
Eggleston's Famous American Indians. 
Whittier's Nauhaught the Deacon. 



Discovery and Exploration 3 

DISCOVERY AND EXPLORATION 

" The discovery of America emerged from a complex group of facts 
and theories, and was accomplished through a multitude of enterprises 
in every part of the world." 

I. Introductory Studies 

1. Discovery of America by Northmen. 

a. When, where, and why made } 

b. Read extracts from the " Sagas " and compare them 

with Grecian myths of wanderers. 

c. Give proofs for this discovery. 

d. Did it have any effect on later discovery ? 

References. 

" Sources." 

American History Leaflets, No. 3. 

Old South Leaflets, No. 31 ; Sheldon, 6-12. 

Hart's Contemporaries, I, No. 16. 

Channing, 22-24; Epochs, I, 21-23; McLaughHn, 

4-6. 
Montgomery, 1-3 ; Sheldon, 6-12; Fiske, 19-22. 
Bryant, I, 35-91 ; Fiske's Discovery of America, I, 

148—260. 
Winsor, I, 61-69, IV, 20-30 ; Forum, VIII, 489. 
Andrews, I, i, 2 ; Doyle, I, 18. 
Griffis' Romance of Discovery, 1-54. 

Supplementary reading. 

Longfellow's Discoverers of the North Cape ; The 

Skeleton in Armor. 
Lowell's The Voyage to Vinland. 
Whittier's The Norsemen. 

2. The Crusades. Their effect upon commerce. 



4 Studies in United States History 

3. Books on the East. 

a. Marco Polo's Travels. 

b. Voyage and Travels of Sir John Mandeville. 

4. Europe in the 15th century. 

a. Intellectual awakening. 

b. Geographical knowledge. 

Compare with ideas of the ancients. 
e. Routes of travel. Why were new ones sought ? 

d. Fall of Constantinople, 1453. 

e. Inventions. 

/. Political conditions. 

g. Religious zeal. 

//. Portuguese voyages of the 15th century. 

(i) Prince Henry, the navigator. His work and 

its efifect. 
(2) Efifect of the voyages of Diaz. 

Read Chap. IV from Fiske's Discovery of 
America. 
Note the effect of each of the above upon the discovery 
of America. 

References. 

" Sources." 

Old South Leaflets, No. 32. 
Channing, 24-27 ; McLaughlin, 6-10 ; Epochs, 23, 

24. 
Montgomery, 3, 4 ; Sheldon, 3-6, 12-16. 
McMaster, 9-1 1 ; Fiske, 21-26; Gordy, i, 2. 
Johnston, 3, 4 ; Fiske's Discovery of America, 1, 269- 

278, 293-295, 313-320. 
Andrews, I, 3 ; Fisher, 12,- 13 ; Bryant, 1, 92-98. 
Winsor, II, 39-42, 94-104 ; Morris, Half Hours, I, 

42, 43- 
Grififis' Romance of Discovery, 55-78. 



Discovery and Expluration 5 

Maps. 

Roman Idea of the World, Sheldon, 5. 

Asia according to Marco Polo, Sheldon, 15. 

Western Europe according to Marco Polo, Sheldon, 17. 

Routes of Travel, Fiske, 22. 

Behaim's Globe, Channing, 28, 

Ptolemy's Map of the World, Fiske, 24. 

Mela's Map of the World, Fiske, 25. 

Toscanelli's Chart, Channing, 27 ; McLaughlin, 14. 

II. Discovery and Exploration from A.D. 1492 to 1600 

Suggestions. — Place upon an outline map the route of 
each explorer, giving name and date. 

Represent in colors upon an outline map the territorial 
claims of each nation. 

Place names and dates of discoverers or explorers to show 
where their work was done. (Three different maps may be 
used if preferred.) 

Indicate on maps all changes in ownership of territory. 

As you study, make a table showing name of each dis- 
coverer, time of his work, and briefly what each accom- 
plished. 

Make a table to show those who worked contempora- 
neously. (The settlements may be indicated here also, 
marking in one color those not permanent, and in another 
those permanent.) 

The motives of individuals and nations should be sought 
for as you study. 

1. Why does the close of the 15th century mark the open- 

ing of the era of discovery and explorations ? 

2. Columbus. 

a. How was Columbus influenced by former work in 
exploration ? What other influences determined 
his action ? 



Studies iti United States History 

b. Were his theories original ? Were they correct ? 

Prove your answers. 

c. Study each voyage as to time, place, and results. 

d. Of what world changes were his discoveries the 

cause ? 

e. Read letters of Columbus and form an opinion as 

to his motives and character. See Hart's Source 
Book; Old South Leaflets, No. 71; American 
History Leaflets, No. i ; Hart's Contemporaries, 
I, Nos. 17-19. 

f. How did the voyage of Vasco da Gama affect 

results of Columbus' work ? 

g. Has too much praise been accorded him ? 
h. Settlements made by Columbus. 

3. The Cabot voyages. 

a. Cause and importance of these. 

/;. Extent of English claims based on these voyages. 

c. Why did not the English follow up these voyages .'' 

4. The naming of " America," 1507. 

" And the fourth part of the world having been discovered 
by Americas, it may be called Amerige ; that is, the land of 
Americus or America." 

Explain fully. 

Hart's Contemporaries, I, No. 20. 
McLaughlin, 21. 
Channing, 34. 

5. Portuguese voyages of Da Gama, Cabral, and Cortereal. 

Result of each. 

6. Line of demarcation. 

Papal Bull, 1493; Hart's Contemporaries, I, No. 18. 

7. Spanish explorations to 1550. 

a. Study to find out the work and its results of the 
following : De Leon, De Ayllon, Balboa, Cortez, 



Discovery a?id Exploration 7 

Narvaez, De Soto, and Coronado. Of what value 
were these expeditions in establishing the Spanish 
claim to territory in North America ? 
h. Why did Spaniards fail in settlement ? 
Study their methods and aims. 
Read from the " Sources " of De Soto's voyage. 

c. Why was so much interest taken in the possession 

of Florida ? Does later history prove its strategic 
importance ? 

d. Was the conquest of Mexico a good thing for Spain ? 

Give reasons for your answer. 

e. How did the voyage of Magellan affect conditions 

of that time ? 

The French in America to 1550. 

a. Study the following to find out (i) what each accom- 
plished ; (2) effect of work of each in establish- 
ing French claims : Verrazano, Cartier. 

/;. Did French claims affect those of other nations ? 

c. Compare results of French exploration with those 
of Spanish and English. Why the difference } 

Discovery, exploration, and settlement after 1550 to 
1600. 

a. Huguenot colonies in Carolina and Florida, 1562- 

1568. 
(i) Who were the Huguenots? 

(2) Effect of these upon other nations' claims, 

(3) Reasons for failure. 

b. Founding of St. Augustine, 1565. 
(i) Of what importance to Spain? 
(2) Effect on French. 

c. Why was Spain's colonizing spirit limited to the 

period from 1492 to 1590? Of what importance 
is this to American history ? 



8 Studies in United States History 

d. The English in America. 

(i) Study in some brief history of England the 
events in English history from 1500 to 1570 
to find out why England was so inactive in 
American exploration. 
(2) Elizabethan seamen, 

{(i) Why is so much said of Drake's voyage ."• 

Did he influence colonization .-' 
(/>) In what ways were English claims extended ? 
(r) The Raleigh colonies. 

Have they any real importance in Amer- 
ican history ? 
Reasons for your answer. 
(//) What reasons do you find for the activity in 
Elizabeth's reign ? 

e. Effect of the defeat of the Spanish Armada upon 

American history. 
f. What does each nation claim by 1600 ? 

Suggestions. — Record in notebook the claims of each 
nation. Also record the gains and losses of each nation 
from 1550 to 1600. 

Complete maps showing discoveries, explorations, and 
settlements previous to 1600, and also table or chart of 
same. 

References. 
" Sources." 

Hart's Source Book, Nos. 1-4. 
Hart's Contemporaries, Nos. 17-36. 
Old South Leaflets, Nos. 17, 20-22, 33-37. 
American History Leaflets, Nos. 9, 13. 

Channing, 29-53 ; McLaughlin, 8-27 ; Epochs, I, 23-44. 
Montgomery, 3-26; Sheldon, 19-45 ; McMaster, 9-29. 
Gordy, 1-25, 89 ; Johnston, 4-14; Eggleston, 30. 



Discovery and Exploration 9 

Fiske's Discovery of America, I, II ; Fisher, 12-29. 
Andrews, I, 4-30; Bryant, I, 92-200. 
Higginson's Explorers ; Bancroft, I ; Hildreth, I. 
Doyle, I; Winsor, II, 1-23, III, 1-7; Winsor, III, 

Chap. II; IV, 1-4, 5-9, 47-55. 
Grififis' Romance of Discovery, Chaps. VIII-XX. 

Supplementary reading. 

Grififis' Romance of Discovery. 

Prescott's Ferdinand and Isabella. 

Tennyson's Columbus. 

Lowell's Columbus. 

Irving's Life of Columbus. 

Longfellow's Sir Humphrey Gilbert. 

Wallace's Fair God. 

Kingsley's Westward Ho ! 

Prescott's Conquest of Peru and Conquest of Mexico. 

Eggleston's Montezuma. 

Scott's Kenilworth. 

Henty's Under Drake's Flag. 

Maps. 

MacCoun's Historical Geography. 
Hart's Epoch Maps. 
Channing, 27, 30, 32, zZi 36. 
Winsor's America, I-IV. « 

III. Discovery and Exploration, 1600-1750 

Suggestio7is. — This topic may be left for study after that 
of early colonization or in connection with it. 

Compare motives and results with those of i6th-centuiy 
explorers. 

I. Why does the opening of the 17th century show a 
marked activity on the part of France and Eng- 
land? 



10 Studies in United States History 

2. The French in Acadia and Canada, 1600-1670. 

a. Note the extent of l)e Monts' grant, 1603, — -"from 

the fortieth to the forty-sixth degree." Does this 
prove anything ? 

b. Champlain, 1603-1615. 

(i) What did he accomplish in establishing French 
claims ? 

(2) Why called the " Father of New France"? 

(3) His relations with the Iroquois, or Five Nations. 

Effect upon the future of French coloniza- 
tion in America. 

(4) Read Champlain's account of his exploration, 

16 15, from Hart's Source Book, p. 14, to dis- 
cover his route, motives, character of Indians, 
Champlain's relation with them, their method 
of warfare. Read also, if possible, No. 39 
in Hart's Contemporaries. 

(5) Quebec, 1608. 

c. The " Jesuit Fathers '" in the Lake Region. 

(i) Why did the French push westward rather than 

south or toward the coast .'' 
(2) Note the following extract : 

"St. Lusson (1671) at the Sault proclaimed the 
sovereign title of the French monarch to all the 
surrounding lands 'in all their length and breadth, 
bounded on the one side by the seas of the North 
and West and on the other by the South Sea.' " 

Explain. 
d. French government in Canada. 

(i) Gather material as you study the different 
authorities. 

(2) Read Hart's Contemporaries, I, No. 41. 

(3) Compare with England's government in her 

colonies. 



Discovery and Exploration 1 1 

References on topic 2, 

" Sources." 

Hart's Source Book, No. 6. 

Hart's Contemporaries, I, Nos. 37, 39-41. 

Channing, 58, 59; McLaughlin, 129-138. 

Epochs, I, 48-52 ; Epochs, I. See index for "Cham- 
plain." 

Montgomery, 128-136; McMaster, 60, 61; Sheldon, 
74-77, 87-91. 

Gordy, 89-91 ; Eggleston, 1 13-120; Johnston, 14-17, 
69, 70. 

Andrews, I, 23, etc. ; Fisher, 22, 23 ; Doyle, I, 
105. 

Higginson's Explorers, 269 ; Parkman's Pioneers, 

245- 
Hildreth, I, 99, etc. 
Frothingham, 85, 86 ; Griffis, Chaps. XXI, XXIV. 

Supplementary reading. 

Bourinot's Story of Canada. 
Longfellow's Evangeline. 

Catherwood's Romance of DoUard and Story of 
Tonty. 

Maps. 

MacCoun's Historical Geography. 
Hart's Epoch Maps. 
3. English exploration. 

Suggestion. — Read a brief account of the reign of the 
Tudors, noting especially that of Elizabeth. 

a. Have the voyages of Gosnold, Pring, and Wey- 
mouth any real importance in American history? 
Why 1 



12 Studies in United States History 

h. Effect of a belief in a passage through North 
America. 

c. John Smith. Read Hart's Source Book, No. 5 ; 

Hart's Contemporaries, No. 90. 

d. Why did not the English push more rapidly into 

the valley beyond the Appalachian range ? 

e. Extent of English claims, 1750. 

4. Dutch exploration in America. 

a. Reasons for their activity. 

b. Hudson. His work and its importance. 

c. Extent of territorial claims. 

d. Record loss of territory as you study. 

5. The French in the Mississippi valley, 1673-1750. 

a. Marquette and Joliet. "Their discovery was the 

greatest of the age." Verify this statement if 
possible. 

b. La Salle. 

(i) Trace his route of travel. 

(2) Extent and value of his claim. 

Study this extract from Sheldon's History: 

" In the name of the most high, powerful, invin- 
cible and victorious Prince Louis the Great, by the 
grace of God King of France and Navarre ... I 
(La Salle) have to-day taken possession of this 
land of Louisiana, its seas, havens, bays . . . with 
all the nations, peoples, provinces, towns . . . 
mines, minerals, streams, and rivers . . . along the 
river Mississippi, and all the rivers which flow 
into it, from its source be3'ond the country of the 
Sioux ... as far as its mouth at . . . the Gulf of 
Mexico . . . upon the assurance that all these 
people have given that we are the first Europeans 
(who have come into tliesc lands)." 

(3) Fort St. Louis. Of what importance ? 



Discovery and Exploration i 3 

(4) Read Hart's Source Book, No. 36 ; Hart's Con- 
temporaries, No. 43. 
c. Settlement by French in Louisiana. 

Effect of this upon French right to territory and 
their conflict with English. 
6. Compare the work of the English and the French in 
the 17th, and in the i8th century to 1750. 

Referetues on topics 3-5. 

" Sources." 

Hart's Source Book, Nos. 5, 36. 

Hart's Contemporaries, Nos. 38, 42, 43, 90. 

American History Leaflets, No. 27. 

Channing, 59, 60, 95, 96, 131-134. 

McLaughlin, 97, 98, 116, 117, 133-135. 

Epochs, L See index. Montgomery, 42, 43, 128- 

136. 
McMaster, 36, 37, 61-65 ! Sheldon, 69, 87-91. 
Gordy, 26-47, 64-66, 91-94, 1 13-120. 
Johnston, 70, 71 ; Andrews, I, 23-25, 56-58. 
Fisher, 28, 29, 36, 37, 177-179. 
Sloane, 22-37 ; Griffis, XXI-XXVH. 
Parkman's La Salle. 

Sttpplementary reading. 

Warner's Captain John Smith. 
Eggleston's Pocahontas and Powhatan. 

Maps. 

Montgomery, 42, 130. 
McLaughlin, 99, 134, 136, 141. 
MacCoun's Historical Geography. 
Sheldon, loi ; Hart's Epoch Maps. 



14 Studies in U)iited States History 

REVIEW OF PERIOD OF DISCOVERY AND 
EXPLORATION 

Suggestion, — This outline may be used in advanced classes 
instead of the more detailed one. 

1. Reasons why 15th and i6th centuries are ones of dis- 

covery and exploration. 

2. Note this extract : 

" The discovery of America emerged from a complex 
group of facts and theories and was accomplished through a 
tnultitude of enterprises in every part of the world." 

Study to prove this, placing in notebook under follow- 
ing headings such material as is applicable : 

" Group of facts " leading to discovery of America. 

" Theories " leading to discovery of America. 

" Enterprises " through which it was accomplished. 

Suggestion . — Group these last under different nations, 
e.g., Spanish enterprises, etc. 

3. What had each nation accomplished by 1550? by 

1600 ? 

Suggestion. — Write brief summary in notebook. 

4. The work of what men or group of men has had the 

largest and most lasting effect upon history ? Give 
reasons. 

5. Claims of each nation. Place in notebook. 

Take notice of the conflicts. Compare as to extent 
and value. 

6. Trace the growth of English territory. Study Cald- 

well's American Territorial Development, Chap. I. 

7. Compare the methods and results of the different 

nations in their efforts for colonization. Why did 
failure come in so many instances ? 

8. Effect of discovery of America on Europe. 



Colotiizatioit 1 5 

References. 

See lists given under former outline. 

Suggestioti. — As you proceed with the future study, dis- 
cover how these nations have influenced the United States 
in its development. 

TOPICS FOR SPECIAL RESEARCH 

Geographical errors of 15th and i6th centuries. 

How corrected .'' 
Recent views of Columbus. 

See Review of Reviews, IV, 617. 

Arena, VI, 603. 

Century, XLIV, 122, etc. See index. 
John Cabot, American History Leaflets, No. 9. 
Coronado's Explorations. 

American History Leaflets, No. 13. 

Hart's Contemporaries, I, No. 24. 
Voyages of Henry Hudson. 

Hart's Contemporaries, I, No. 38. 

Suggestions. — The reports on these should be in pupil's 
own words. They should be assigned to individual pupils, 
not to the entire class. 

COLONIZATION 
Colonies are like fruits which only cling till they ripen. — Turcot. 

Suggestions. — In the study of the life of a people there 
are five lines of development to be noted, 77s., the social, 
industrial, political, religious, and intellectual ; therefore, 
give attention to these as you proceed with the study of 
American colonization. 



1 6 Studies in United States IIisto}y 

Show how geographical conditions, topography, climate, 
etc., affect the development of the colonies. 

Place upon an outline map the name of each colony, show- 
ing its first settlement and extent of territory. 

Show on map colonies of 1750. 

A table showing name of colony, time of settlement, place, 
early government, religion, and so forth, may be made. 
(This will be useful for future reference and help to fix 
important facts in the mind.) 

Care should be taken in the study of each colony to 
note the character of the colonists, their motives, and their 
relations with the Indians, as these factors determined in 
large measure the success of the colony and its line of 
growth. 

Attention should be given to the fact that there were two 
eras of colonization, the one from 1600 to 1660, the other 
from 1660 to 1760. 

Topic III, Discovery and Exploration from 1600 to 1750, 
may now be studied in connection with this period. 

I. General Topics 

Suggestion. — Each of these should be placed in the note- 
book, and fitting material added as the study of the period 
progresses. 

Read a brief account of England in the 17 th century. 

I. Reasons for colonization. 

a. First era of colonization. 

Study "Sources," — American History Survey, 
4, 5 ; Caldwell's History, 4, 5 ; Hart's Source 
Book, Nos. 7, 21. For other references, see 
lists given in connection with colonies. 

b. Second era of colonization.. 

Study English History from 1660 to 17C0. 



Colonization 1 7 

2, Methods of colonization. 

Suggestion. — Make a list of colonies founded by chartered 
companies ; by individuals as proprietors ; by bands of 
settlers without authority. 

Which of the methods was most beneficial to colo- 
nists .'' Why ? 

3. English supremacy in America. 

Discover causes for this, and note events through 
which it was accomplished. 

References on topic i. 
" Sources." 

Hart's Source Book, Nos. 7, 8. 
Hart's Contemporaries, Chap. VI. 
American History Survey, 4, 5. 

Channing's, Montgomery's, McLaughlin's, Sheldon's, 
and McMaster's History of the United States. (Con- 
sult chapters on Colonization.) 

Seeley's Expansion of England, Lecture IV. 

Adam Smith's Wealth of Nations, Chap. VII. 

II. Colonization from 1607 to 1660 

Suggestions. — Work out in notebooks the topics given 
under topic I, above, so far as possible in this era. 

Place the following topics in your notebook, adding 
proper material under each as you study. 

Types of Colonial Government. 

Representative Institutions. (Describe each briefly.) 

Union among the Colonies 

Slavery. 

Proof of the Democratic Spirit. 

Industrial Conditions. 

Education. 

Colonial Denials of the Supremacy of Parliament. 



1 8 Studies in United States History 

I. Virginia, 1607. 

a. The Virginia Company, 
(i) Why formed ? 

(2) Read extract from charters in American History 
Survey, 8, or charters in other "Sources," and 
find extent of grants. Can you judge of the 
object of the men in the company from these 
charters? Was the interest of the colonists 
considered ? Of what classes of men was this 
company composed .'' 

b. Early History. 

(1) Note some reasons why the colony developed 

slowly. 

(2) The work of John Smith as a factor in Virginia 

history. 

(3) The work of what other men is important, and 

why ? 

(4) What motives prompted the early settlers } 

(5) Did the colonists govern themselves 'i 

(6) Was the plan of government wise ? 

c. Slavery and white servitude. Who was responsible .'' 

Compare the two. 

d. First Representative Assembly, 1619. 

(i) Read the extract from the American History 
Survey, 9, or from other " Sources " and find 
out when the assembly met, of whom it was 
composed, what it did. How would you 
account for the peculiarity of the laws .-* 
(2) Study this statement : 

It contained in cmljryo the American system of 
an executive lodged in one person, and a Legisla- 
ture of two houses. — Eoglkston's Bcgiiiiters of a 
A'atiott. 
Explain. Find other statements. 



Colonization 1 9 

(3) What rights did the colonists secure ? 

(4) Under what headings in your notebook should 

this be placed ? 

e. Of what importance was the " Constitution " granted 

in 1621 ? 

On this ordinance Virginia erected the superstructure 
of her liberties. — Bancroft. 

f. Virginia becomes a royal province, 1624. 
(i) Account for this. 

(2) Study this statement : 

" The revoking of the charter was an act of 
Stuart despotism." 

Explain. 

(3) What effect did this have on "free government " 

in Virginia .'' 

(4) Royal governors. Account for their struggle 

with the colonists. 

g. Virginia's attitude toward Puritan government in 

England, 
(i) Virginia became an asylum for " distressed 
cavaliers." 
Explain why. 
(2) Effect and value of the " cavalier " immigration. 
Read Chap. I, in Fiske's Old Virginia and 
her Neighbors. 
h. Social, industrial, religious, and educational con- 
ditions from 1607 to 1660. 

References. 

" Sources." 

Hart's Source Book, Nos. 13, 34. 
American History Survey, 7-9, 21. 
Hart's Contemporaries, I, Nos. 50, 59-69, 82. 
American History Leaflets, No. 27. 



20 Studies in I 'nitcd States History 

Preston, i, 14, 22, 32. 
MacDonald, i, 11, 17, 34. 

Channing, 60-69 '■> McLaughlin, 28-50. 

Epochs, I, 66-77 ; Montgomery, 28-36. 

Sheldon, 58-69 ; Gordy, 26-35 '■> McMaster, 30-34. 

Fiske, (y'j-'jd ; Eggleston, 19-32 ; Fisher, 34-49. 

Andrews, I, 31-39 ; Bruce's Economic History of 

Virginia, I. 
Eggleston's Beginners of a Nation, 25-59, ^^' ^9- 
Hildreth, I, Chap. IV; Winsor, III ; Bryant, I. 
Lodge, I, 24; Doyle, I, 101-184 ; Higginson, 85-90, 

143- 

Macaulay's England, 582. 

Read from short English histories the reigns of James I 
and Charles I. 

Maps. 

MacCoun's Historical Geography. 
Epochs, No. 2. 
Channing, 60-62. 
Montgomery, 29, 31, 42. 
McLaughlin, 35, 41. 

Supplementary readifig. 

Warner's Captain John Smith. 
Mary Johnston's To Have and to Hold. 
Thackeray's Virginians. 
Eggleston's Pocahontas and Powhatan. 
Cooke's Stories of the Old Dominion. 
2. Maryland, 1634. 

Suggestion. — If preferred, the study of this colony may be 
left until after that of New England colonies. The outline 
is placed here because its history is connected with that of 
Virginia. 



Co/oniaatioii 2 1 

a. Lord Baltimore's charter. 

(i) Extent of the grant. How did this affect Vir- 
ginia, and how future history > 

(2) What rights did the colonists have ? Compare 

with Virginia. 

(3) Extent of Lord Baltimore's power in govern- 

ment. 

b. Social and industrial conditions. Read No. 18 in 

Hart's Source Book. 

c. What peculiar attribute do you find in Maryland ? 

Study this extract. 

" No person . . . believing in Jesus Christ shall from 
henceforth be in any ways troubled, molested, or dis- 
countenanced for or in respect of his or her religion, 
nor in the free exercise thereof." 

Purpose and effect of this. 

d. Compare Maryland with Virginia and New England 

colonies. 

References. 

" Sources." 

Hart's Source Book, No. 18. 
American History Survey, 20-21. 
Hart's Contemporaries, Nos. 72-74, 84. 
Preston, 62. 
MacDonald, 53, 104 (Toleration Act). 

Channing, 70-73 ; McLaughlin, 54-61. 
Epochs, I, 81-87 ; Montgomery, 99-104. 
McMaster, 34-36; Sheldon, 70, 71 ; Gordy, 37-39. 
Fisher, 125-129 ; Eggleston, 50-52 ; Winsor, IH, 517- 

529. 533-536 ; Andrews, I, Chap. VI. 
Eggleston's Beginners of a Nation, 220-257. 
Lodge, 93-111; Doyle, I, 275-313 : Hildreth, I, 209- 

215. 



22 Studies in United States History 

Maps. 

Channing, 70. 
McLaughlin, 56, 
Montgomery, 42, 100. 

Supplementary reading. 

Churchill's Richard Carvel. 
3. New England, 1620-1660, 

a. Council for New England. 

Its aims. Extent of its grant. 

b. Pilgrims and Puritans. 

(i) Distinguish between them. 

(2) Why did Pilgrims leave Holland ? 

Read Hart's Contemporaries, No. 97. 

c. Settlement at Plymouth, 1620. 

(i) Read Hart's Source Book, No. 5, and Hart's 
Contemporaries, Nos. 99-100, or some other 
account to get a clear view of the conditions 
of this settlement. 

(2) The " Maytiower Compact." 

Read it, then answer these questions : By 
whom made.'' What are its provisions ? Why 
is it important in our history.'' What is a 
" civil body politic " ? Is it a constitution ? 

Referenees. 

American History Survey, 10; Hart's Contemporaries, 
No. 98. 

(3) Explain the following statement : 

"Historically, the enterprise is interesting, not so 
much for what it achieved as for what it suggested." 

(4) Were the Pilgrims tolerant .' 

Prove your answer by facts. 

(5) Explain fully the government of this colony. 



Colonization ' 23 

References. 
" Sources." 

American History Survey, 10 ; Hart's Source Book, 
Nos. 14, 15. 

Hart's Contemporaries, Chap. XV. 

Old South Leaflets, No. no; Romance of New 
England Histor}^ 

American History Leaflets, No. 29. 

Preston, 29 ; MacDonald, t^^)- 
Channing, 73-80 ; McLaughlin, 67-75. 
Epochs, I, 1 13-124; Montgomery, 60-67. 
McMaster, 40-47 ; Sheldon, 65-68, 80. 
Fiske, 85-91 ; Gordy, 41-46 ; Eggleston, 34-38. 
Winsor, HI, 257-269. 

Fiske's New England, 50-66, 71-87, 199-205. 
Fisher, 82-98. 
Andrews, I, 39-41 ; Eggleston's Beginners of a 

Nation, 98. 
Weeden's Economic History of New England, index. 
Bryant, I, 370 ; Lodge, 341-342 ; Hildreth, 1, 90, 

153- 
Doyle, II ; Green's History of the English People. 

Maps. 

See in connection with text. 

Supplementary reading. 

Longfellow's Miles Standish. 
Moore's Pilgrims and Puritans, 
Austen's Standish of Standish. 
Austen's Betty Alden. 
Hawthorne's Twice Told Tales. 
Heman's Landing of the Pilgrims. 
Holmes' Robinson of Leyden. 
Mrs. Stowe's Mayflower. 



24 Studies in United States History 

d. Massachusetts Bay colony, 1628. 

(i) Massachusetts Bay Company, Note the grant 
made to it and its power of government. 

(2) Reasons for and effect of the "Great Migration." 

(3) Name some of the men whose work was impor- 

tant. Tell why. 

(4) Explain the government. 

(a) Show in what ways it was democratic. 
(/') What was a " General Court " ? 

(5) The "Watertown Protest." 

{a) Read extract in American History Survey, 
10, from Winthrop's Journal. 
" The pastor, elder, etc., assembled the peo- 
ple and delivered the opinion that it was not 
safe to pay fnoneys after that sort, for fear of 
bringing themselves and posterity into bondage." 

Explain. 

(b) What principles underlay it ? 

(6) Describe a "town meeting." 

Effect of this type of local government. 

(7) Religion. 

((?) Account for " union of church and state." 
(f) Were the Puritans tolerant ? Give proof. 

(c) How did religious conditions lead to other 

settlements being made .■' 

(8) Massachusetts Body of Liberties. 

(9) Give proof of the independent spirit of Massa- 

chusetts. 

State facts or cite from " Sources." 

(10) Social, industrial, and educational life. 

Compare with Virginia. 

(11) Conditions of growth. 

Note the territorial extent of Massachusetts 
in 1660. 



Colonization 25 

References. 
" Sources." 

Hart's Source Book, No. 17 ; American History 
Survey, 10-12, 16-19, 20. 

Hart's Contemporaries, Chap. XVI. 

American History Leaflets, No. 25 (Massachu- 
setts Body of Liberties). 

Old South Leaflets, Nos. 7, 48-50, no. 

Preston, 36 ; MacDonald, 23, 37, 72. (Massachu- 
setts Body of Liberties.) 

Channing, 73, 80-86 ; McLaughlin, 75-84 ; Epochs, 

I, 124-132. 
Montgomery, 68-72 ; McMaster, 46, 47 ; Sheldon, 

72, 81. 
Fiske, 91-97 ; Gordy, 46-50 ; Eggleston, 39-41. 
Fisher, 100-114; Fiske's New England, 88-140. 
Andrews, I, 41, 42. 

Eggleston's Beginners of a Nation, 188-213. 
Winsor, HI, 310 ; Weeden, 133-149 ; Bryant, I, 516- 

541- 
Lodge, 343 ; Doyle, II, 83-112. 
Hildreth, I, 176-189. 

Maps. 

Channing, 70, 80. 
McLaughlin, 68, 93. 
Montgomery, 42. 
Epochs, No. 2. 
Fisher, 30. 

Supplementary reading. 

Moore's Pilgrims and Puritans. 
Hawthorne's Twice Told Tales. 

Campbell's Pilgrims and Puritans in England, Holland, 
and America. 



26 Studies in United States History 

e. Rhode Island, 1636. 
(i) Roger Williams. 

{(i) Of what importance in the history of his 
time were the principles asserted by 
Williams ? of what in later history ? 
" Freedom of worship." 
" Separation of church and state." 
" Civil equality." 
"Invalidity of land titles under grants 

from the king." 
Explain each one. 
(/^) Do you blame Massachusetts for his ban- 
ishment 1 

(2) Government. Explain fully. 

Was it any more democratic than that of 
Massachusetts Bay ? 

(3) Settlements on Narragansett Bay. 

Note in the fact of so many different settle- 
ments the tendency toward " freedom to 
carry out individual ideas." 

(4) Why did other colonies call Rhode Island " a 

hotbed of anarchy " .' 

(5) Did Rhode Island remain true to the principles 

of "religious liberty" and "civil equality".' 
Find proof for your answer. 

References. 

" Sources." 

Hart's Source Book, No. 20. 

American History Survey, 21. 

Hart's Contemporaries, Chap. XVII. * 

Old South Leaflets, No. 54. 

Preston, 1 10. 

MacDonald, 91. 



Colonization 2/ 

Channing, 86-go ; McLaughlin, 84-87. 
Epochs, I, 132-136, 146-149, 159-161. 
Montgomery, 72-74 ; McMaster, 49, 50 ; Sheldon, 72. 
Fiske, 97-100; Gordy, 52-56; Fisher, 1 14-120. 
Fiske's New England, 114-119. 

Eggleston's Beginners of a Nation, 266-306, 329-343. 
Bryant, I, 533-537> 553-556; Lodge, 385 ; Doyle, II, 
index. 



Maps. 



Montgomery, 42. 

McLaughlin, 86, 93. 

Epochs, No. 2. 

f. Connecticut, 1633, 1635, 1638. 

(i) The Dutch in the Connecticut valley. 

Account for their conflict with the English. 

(2) How did the English obtain the valley? 

Extent of their charter. 

(3) Fundamental Orders, or the Connecticut Con- 

stitution, 1639. 

id) Study short extracts from American History 
Survey, or the entire document, Old South 
Leaflets, No. 8, or Hart's Contemporaries, 
No. 120, and find out who formed the Or- 
ders, in whom the government was vested, 
objects for which it was made, and how 
it carries out the principle of freedom. 

ib) Can you verify these statements 1 — The 
Fundamental Orders of Connecticut form 
"the first truly political written consti- 
tution in history." "The birthplace of 
American democracy is Hartford." 

if) Compare with Mayflower Compact, point- 
ing out similarities and differences. 



28 S/iidies in United States History 

(4) Settlement of New Haven colony, 1638. 

{a) Compare its history with that of Connecti- 
cut colony. 

(/.>) The Blue Laws, 1672 ; Hart's Contempo- 
raries, I, No. 144. 

(5) Effect of the overthrow of the Pequods. 

(6) Education and religion. 

Refercjices. 

" Sources." 

Hart's Source Book, No. 19. 
American History Survey, 12, 14, 22. 
Hart's Contemporaries, Chap. XVHI. 
Old South Leaflets, Nos. 8, 127. 
Preston, 78. 
MacDonald, 60, 67, loi. 

Channing, 90-92 ; McLaughlin, 87-89; Epochs, 140- 

146. 
Montgomery, 91-99 ; McMaster, 50, 51 ; Sheldon, 81, 

82. 
Fiske, 100-105 ; Gordy, 50-52 ; Fisher, 1 26-131. 
Fiske's New England, 123-134. 
Eggleston's Beginners of a Nation, 315-329. 
Bryant, I, 549-552 ; Doyle, II, 149 ; Winsor, III, 

Lodge, 373. 

g. New Hampshire and Maine. 

(i) "The causes leading to the settlements were 
commercial rather than religious or political." 
Verify. 
(2) Relations with Massachusetts. 

Did Massachusetts deal fairly with these col- 
onies ? 



Coloni:;atio)i. 29 

References. 
" Sources." 

Hart's Source Book, No. 21. 
Hart's Contemporaries, Chap. XIX. 
MacDonald, 36, 50, 59, 65. 

Charming, 85, 93 ; McLaughlin, 89-90. 
Epochs, I, 36, 41, 150, 151, 173. 
Montgomery, 47, 48 ; Fisher, 100, 124, 158, 224. 
Indexes of other New England histories. 
//. Union in New England, 
(i) Why was union desired? 

(2) What colony made the first movement ? 

(3) New England Confederation. 

(a) Study " Sources " relating to the New Eng- 
land Confederation, 1643, '^^id answer 
these questions : 
(i') How was it formed ? 
(2') What colonies were in it? Why not 

others ? 
(3') What were the purposes of this union ? 
(4 ') Did the colonists have the right to form it ? 
(5') Were the terms of union just? 
(6') Did England approve of it? 
(7') What provisions of our present consti- 
tution can you find ? 
(8') Was it formed in a rebellious spirit? 
{b) What may be learned from the fact that 
Massachusetts nullified (1653) an act of 
the confederation ? See American His- 
tory Survey, 12, and Hart's Contempo- 
raries, No. 131. 
{c) From a study of later history find out 
whether this confederation was bene- 
ficial. Why did it break up ? 



30 Studies in United States History 

References. 
" Sources." 

American History Survey, 29-32. 
Hart's Contemporaries, Nos. 1 29-131. 
American History Leaflets, No. 7. 
Preston, 85 ; MacDonald, 94. 

Channing, 92-95 ; McLaughlin, 91. 

Epochs, I, 154-159, 161-164. 

Montgomery, 75 ; McMaster, 51. 

Fisher, 133-143 ; Andrews, 46, 47. 

Doyle, n, 220-265 ; Fiske's New England, 153- 

198. 
Frothingham, index. 
4. New Netherland, 1623. (Named "New York," 1664.) 

a. Review Dutch discoveries and claims. 

(i) Note how the Dutch made use of these new 

possessions. 
(2) Read Hart's Source Book, No. 16. 

b. Dutch West India Company. 

(i) Object, and extent of its power. 

(2) Its grant. Did this conliict with other grants.'' 

Place on map. 

(3) The Patroon System. • 

What do you think of this as a policy ? 

c. Compare government under the Dutch with that of 

English colonies. Was Dutch rule " arbitrary " } 

d. Conquest of New Sweden. 

Suggestion. — Study the founding of New Sweden, or 
Delaware, as given under topic 5, below. 

e. Religion and education. 

Compare with New England. 
/ Have the Dutch influenced our national progress ? 
Give facts to prove. 



Colonization 3 1 

References. 
" Sources." 

Hart's Source Book, Nos. 16, 82. 
American History Survey, 13, 22. 
Hart's Contemporaries, I, Nos. 150-154. 
Old South Leaflets, No. 69. 
MacDonald, 43. 

Channing, 93-98 ; McLaughlin, 97-102. 

Epechs, I, index ; Montgomery, 43-47. 

McMaster, 36-39 ; Sheldon, 69, 70. 

Fiske, 129-133 ; Gordy, 64-69 ; Eggleston, 45-47. 

Fisher, 177-187 ; Andrews, I, 56-61. 

Lodge, 285-295 ; Fiske's New England, 122, 123, 155. 

Winsor, IV, 395. 

Maps. 

McLaughlin, 99, loi, 132. 
Montgomery, 42. 
Epochs, No. 2. 

Supplementary reading. 

Irving's Knickerbocker's History of New York. 
Paulding's Dutchman's Fireside. 
Abbott's Peter Stuyvesant. 

5. New Sweden, Delaware, 1638. 
a. Why founded ? 

/;. Conflict with the Dutch. See above, topic d. 

6. Colonists in their relation to the Indians. 

a. Compare New England colonies and southern col- 

onies in this respect. 

b. Effect of Indian opposition. 

c. How might the course of history have been changed 

if the Iroquois had been friends of the French ? 

d. Did colonists treat Indians fairly .-• 

Prove your statement. 



32 Studies ill United States History 

7. Compare the southern colonies, Virginia and Mary- 

land, with the New England group of colonies in 
regard to political, social, industrial, religious, and 
intellectual conditions. 

a. In which would you prefer to have lived? Why? 

b. Where do you find the most political freedom ? 

c. Was England arbitrary in her control of the colonies? 

d. Did England control the industries or trade of the 

colonies previous to 1650 ? * 

e. How would you account for the tendency in the 

South toward centralization in local government ? 

8. Write a summary of the ways in which the history of 

the colonies has been influenced by geographical 
conditions. 

9. Show that the political conditions in the colonies were 

at variance with the English government in 1660. 

III. Colonization from 1660 to 1760 

Suggestiotis. — Continue to gather material under topics 
I, 2, 3, of Division I, pages 16, 17. 

Add material for topics given in Suggestions under 
Division II, page 17. 

Review all suggestions given under the heading " Coloni- 
zation." 

Take note that this period is marked by a renewal of 
English colonization and a development of the colonics in 
political independence. 

1. Colonial policy of Charles II. 

As you study make a brief summary of its chief 
features. 

2. New England from 1660 to 1700. 

a. What evidences do you find of the " independent 
spirit " of these colonists ? 
Note these as you study. 



Colonisation 3 3 

b. Puritans and Quakers. 

(i) How do you account for the Puritan's attitude ? 

(2) Do you justify Massachusetts in her action 

regarding Quakers ? Give reasons for your 

answer. 

Read No. 30, Hart's Source Book. 

(3) Was persecution confined to the colonies ? 

c. Connecticut and Rhode Island Charters, 1662 and 

1663. 
(i) What rights did colonists have under these .-• 
(2) Why was England more liberal than with 
Massachusetts ? 

d. Massachusetts and England from 1660 to 1685. 

(i) For what was Massachusetts contending in her 
Declaration of Rights, 1661 ? 

The Massachusetts General Court drew up a 
Declaration of Rights which carries us forward 
a century. — Channing. 

Explain. 

(2) Commission of 1664. Find out its purpose, 

what it did, and the effect of its work. What 
was the real issue between England and 
Massachusetts .'' 

(3) Overthrow of the Charter, 1684. Find out the 

reasons for this. Did England fully under- 
stand the spirit of Massachusetts .-' Do you 
find the same opposition in England as in 
the colonies to the Stuart despotism ? 

(4) Give a summary of the struggle between the 

English government and Massachusetts. 

e. King Philip's War, 1675. 

Causes and effect of this war. Read, if possible, 
Chap. V in Fiske's Beginnings of New England. 



34 Studies in United States History 

f. Royal government in New England, 1685-1692. 
(i) Explain the government under Andros. Com- 
pare it with former government. 

(2) Was Andros a tyrant ? 

(3) Dominion of New England. 

{a) What colonies were included ? 
(/;) Compare with the New England Confedera- 
tion. 

(4) Effect of the English Revolution of 1688. Did 

it secure the " rights of Englishmen " to col- 
onists ? 
Verify this : 

" The Revolution of 1688 saved the liberties of 
England and America.'' 

(5) Massachusetts Charter of 1691. Its character. 

g. Trace the fortunes of New Hampshire, Maine, and 

Plymouth during this period. 

References. 
" Sources." 

Hart's Source Book, No. 30. 

American History Survey, 18. 

Hart's Contemporaries, I, Nos. 115, 116, 122, 124- 
126, 132-136, 141-149. 

Old South Leaflets, Nos. 21, 88. 

Preston, 96, 1 10. 

MacDonald, 116, 125, 205 (Charter of 1691). 
Channing, 104-111, 122-128; McLaughlin, Chap. HL 
Epochs, index; Montgomery, 60-99, 104-108. 
McMaster, 55 ; Sheldon, index ; Gordy, 60, 61, 68-70. 
Eggleston, index ; Winsor, III, 386-390. 
Fisher, Chaps. VIII, XII-XIII. 
Andrews, I, index ; Fiske's New England, index. 
Doyle, III, 220, etc. 



Coloiiizatioji 35 

Maps. 

Epochs, No. 3. 

Supplementary reading. 

Hawthorne's Gray Champion in Twice Told Tales. 
Lowell's Among my Books. 
Longfellow's New England Tragedies. 
Increase Mather's Miseries of New England, 
3. Virginia from 1660 to 1700. 

a. What was the effect of the Restoration ? 

What was the Restoration .' See English histories. 

b. What evidences do you find of " Stuart tyranny " ? 

c. Bacon's Rebellion, 1676. 

(i) Study the history of Virginia from 1660 to 1676, 
noting the chief grievances of the colonists. 

(2) Verify this statement : 

It was in part a protest against the arbitrary 
authority of the governor, in part a manifestation 
of discontent with the navigation laws and the exist- 
ing industrial order, and in part a revolt against 
the power of the great planters, — many of whom 
were out of sympathy with popular government. — 
McLaughlin. 

(3) Was Bacon a rebel ? 

(4) Sum up the results. 

d. Compare this period of Virginia's history with that 

of Massachusetts. Which group of colonists 
showed the most political sagacity ? Proof. 

e. Effect of the English Revolution of 1688. 

References. 

" Sources." 

Hart's Source Book, Nos, 34, 35. 
American History Survey, 15. 



36 Studies in United States History 

Hart's Contemporaries, I, Nos. 70, 71 (Bacon's 
Rebellion), 88, 89. 

Channing, 120-122; McLaughlin, 51-54; Epochs, I, 

78-82, 86, 87. 
Montgomery, 38-42 ; Sheldon, 86, 77 ; Fiske, 76-78. 
Gordy, 35-37 ; Eggleston, 156-158 ; Fisher, 49-61, 

277-283. 
Winsor, III, V, index ; Andrews, I, 114. 
Bryant, III, 59-80 ; Doyle, I, 230, etc. 
Hildreth, I, II, index. 
Higginson, Larger History, index. 
Cooke's Virginia. 
Fiske's Old Virginia and her Neighbors. 

Maps. 

Epochs, No. 3. 

Supplementary reading. 

Cooke's Stories of the Old Dominion (The Great 

Rebellion in Virginia). 
Cooper's Wept of the Wish-ton-wish. 

4. New Jersey, 1664. 

a. Extent of the grant to Berkeley and Cartaret, 1664. 

b. Note the political development. 

c. The Quakers in New Jersey. 

d. Does the history verify this statement ? 

There is a certain lack of unity and purpose in the 
colony ; it was not a great experiment in religion and 
politics like New England, nor had it the picturesque 
qualities of the southern colonies. — McLaughlin. 

5. The Carolinas (North Carolina, 165 1 ; South Carolina, 

1670). 
a. Note the provisions of the charter (1664) regarding 
the extent of the grant, and religion. 



Colonization 37 

b. Account for the types of government. 

c. Why did the Grand Model fail ? 

d. Account for the diversity in population. 

e. Effect of English Revolution of 1688. 

References. 
" Sources." 

Hart's Source Book, Nos. 23, 24. 

Hart's Contemporaries, I, Chap. XXV (New Jersey), 

Chap. XII (Carolinas). 
MacDonald, 120, 139, 141, 148, 149 (The Grand 
Model), 171, 174, 190. 

Channing, 112-114, 119, 120. 

McLaughlin, 61-66, 104-107 ; Epochs, I, index. 

Montgomery, 56-59, 110-115 ; McMaster, 54-57. 

Fiske, index; Gordy, 40, 71-74. 

Fisher, Chaps. VI, X ; Eggleston, index. 

Fiske's Old Virginia and her Neighbors, II, Chap. XV 

(Carolinas). 
Lodge, 263-267 (New Jersey) ; Doyle, Chap. XII (The 

Southern Colonies) ; Bancroft, I, II, index. 
Winsor, V, Chap. V (Carolinas). 
Hildreth, II, index; Bryant, II, index. 

Maps. 

Epochs, No. 3. 
McLaughlin, 62, 106. 
Montgomery, 56, no; Channing, 80. 
MacCoun's Historical Geography. 

Supplementary reading. 

Simms' The Yemassee (South Carolina in 17 15). 
6. New York from 1664 to 1700. 

a. How did the English gain possession of New 
Netherland 1 



38 Studies in United States Jlistcuy 

b. Compare English rule with Dutch rule. 

c. Effect of the English Revolution of 1688. 

Study Leisler's Rebellion. Was Leisler really a rebel ? 

d. Education. 

References. 

"Sources." 

Hart's Source Book, No. 22. 

Hart's Contemporaries, I, Nos. 155-157, 170-172. 

MacDonald, 136. 

Channing, iii, 112 ; McLaughlin, 102-104. 
Epochs, I, 200-210 ; Montgomery, 48-53. 
Fisher, Chap. IX ; Winsor, HI, 386-390, 392-418. 
Hinsdale's Old Northwest, 92-96. 
Lodge, index ; Bancroft, I, index. 

Maps. 

McLaughlin, loi. 
Epochs, No. 3. 



Montgomery, 42 
Pennsylvania, 1682. 
a. William Penn. 

(i) Study charter to find out extent of his grant 
and kind of government. 
{a) Did Penn have full powers of government 1 
(b) Compare with Maryland charter. 
(e) Note boundary disputes. 
(2) Was Penn's practice consistent with this state- 
ment from his " constitution " .? 

" Any government is free to the people under it 
where the laws rule the people, and the people are 
a party to these laws ; and more tlian this is tyranny, 
oligarchy, or confusion. . . . Liberty without obedience 
isconfusion, and obedience without liberty is slavery." 



Colo7iization 39 

(3) Treaty with the Indians. 

{a) Was the freedom from Indian attack due to 
this ? 

ip) Read Fiske's The Dutch and Quaker Col- 
onies, 164-166. 

(4) Penn's Plan of Union, 1698. Study in connec- 

tion with topic 13, the development of union, 
page 47. 

b. Show that Pennsylvania stood for " liberty of con- 

science." 

c. Relations with Delaware. 

iL Education and social conditions. 
References. 
'* Sources." 

Hart's Source Book, No. 25. 
American History Survey, 36. 
Hart's Contemporaries, I, Nos. 161-163. 
Preston, 130, 146 (Penn's Plan of Union). 
MacDonald, 183, 192, 199, 217. 
Channing, 114-119; McLaughlin, 107-115. 
Epochs, I, 215-217 ; Montgomery, 117-122. 
Gordy, 71-74 ; Eggleston, index. 
Fisher, 199-206 ; Lodge, 205-226. 
Hinsdale's Old Northwest, 98-104, 110-114. 
VVinsor, III, Chap. VII. 
Bancroft, I, 528-573, II, 62-75. 
Bryant, II, 165-178, 481-498. 
Maps. 

Channing, 116. 
Epochs, No. 3. 
8. England's colonial system. 

Study to prove this statement : 

" A colony was treated as a dependency of the mothtr 
country — a source of revenue." 



40 Studies in United States History 

a. Did England control the industries or trade of the 

colonies previous to 1650 ? 

b. Navigation Acts, 1 645-1 696. 

American History Leaflets, No. 19. 
(i) Make a list of acts, giving time of each. 

(2) Study each to find England's purpose, and what 

restrictions were thereby placed upon colo- 
nial trade. 
(a) Were colonial ships excluded from carrying .'' 
ip) What industries were encouraged .-• 

(3) Note their effect upon Americans. 

(4) Give proof of the evasion of these laws. 

c. Sugar Act, 1733. Terms and effect (MacDonald, 248). 

Why did England wish to stop trade with all but 
British West Indies .-' 

d. Restrictions on manufactures. 

(i) What ones were restricted .' Why.? 

The American History Survey, 221, 222, gives 
extracts from laws of England. 
(2) Could any benefit come to colonies ? 

e. " Lords of Trade " and " Courts of Adfniralty." 

Purpose and effect of each. See Hart's Source 
Book, No. 48. 

Referoices. 

" Sources." 

Hart's Source Book, Nos. -i^i, 48. 

American History Survey, 49, 50. 

Hart's Contemporaries, H, Nos. 45, 46. 

American History Leaflets, No. 19. 

MacDonald, 106, no, 119, 133, 168, 212, 248, 272. 

Channing, 104, 154, 155; McLaughlin, 172. 
Epochs, I, 104-106. See also index. 
Montgomery, 37, 85 ; McMaster, 107, 108, 112. 



Colonization 41 

Sheldon, 131, 132 ; Gordy, 35, 59, 131. 
Eggleston, 153 ; Fisher, index. 
Winsor, VI, 5-10. 

Weeden's Economic History of New England, index. 
Higginson, 217, 218 ; Bancroft, I. 
Doyle, III, 323-325- 
Seeley's Expansion of England. 
9. Colonial life of 17th century. 

Gather ' under the following headings appropriate 
material : Education, Literature, Industries, 
Travels, Religion, Social Life. 
10. Georgia, 1732. 

a. Give reasons for its settlement. What connection 

between this settlement and the establishment of 
English claims ? 

b. In what respects did Georgia differ from other col- 

onies in the South } Why was this .'' 

c. Find reasons for its slow growth. 

d. Government. Why did Georgia play no great part 

in the struggle for civil and political liberty ? 

References. 
" Sources." 

Hart's Source Book, No. 27. 
Hart's Contemporaries, II, Chap. VI. 
Preston's Documents, 148. 
MacDonald's Documents, 235. 

Channing, 128, 129 ; McLaughlin, 125-128. 
Epochs, I, 258-263 ; Montgomery, 122-128. 
McMaster, 57, 58 ; Gordy, 40 ; Fiske, 150-152. 
Eggleston, 62-65 ; Fisher, Chap. XX. 
Bancroft, II, 280-299. 
Bryant, III, 140-169; Lodge, 186-196. 
Fiske's Old Virginia and her Neighbors, index. 



42 Studies in United States History 

II. Colonies in the iSth century. 

Suggestion. — Topic 12 below may be studied in con- 
nection with this, as the rivalry of France and England for 
colonial empire forms a background to the main events in 
the colonies. 

a. Show that there was a growth in the power of the 

legislative assemblies. 

b. Royal governors. Note their character. In the 

quarrels with these governors what important 
principle was at stake ? 

c. What was the colonial theory of representation ? 

d. The " Zenger Case " in New York. What does this 

indicate in regard to the spirit of the people f 

e. What types of colonial government do you find in 

1760? 

Describe each. (Changes from the original type 
in each colony may be traced.) 

f. What forms of local government do you find .'' 

(i) Account for the "town" system in New Eng- 
land, the "county" system in the South, 
and the " mixed " system in the middle 
colonies. 

(2) What influence did these systems have in the 

local organization of later states ? 

(3) Read from " Sources " the extracts describing a 

"town meeting." Hart's Source Book, No. 52 ; 
Hart's Contemporaries, II, Nos. 78, 79. 

g. Religious life. 

(i) How would you account for the intolerant 
spirit so often shown ? 

(2) Do you find evidence of any more tolerant spirit 

by 1760 ? 

(3) What were the prevailing sects .' Status of each. 



Colonization 43 

(4) Compare northern and southern colonies in 

this respect. 

(5) Trace the preparation for the religious pro- 

visions in our present constitution. 
h. Education. 

(i) Make a list of all colleges founded previous to 
1760. What was the chief object? 

(2) Common education in various groups of colonies. 

Compare New England and the South. 

(3) Read No. 47 in Hart's Source Book, and tell 

what you can of colonial schools. Read also 
Nos, 89, 137, 146, 171, in Vol. I of Hart's 
Contemporaries. 
/. Social and industrial life. 
Suggestion. — Give especial attention to the effect of 
physical environment upon social and industrial conditions. 
Also note how diversity in life affected future development, 
(i) Slavery from 1619 to 1775. 

(a) Who was responsible for its introduction ? 
who for its continuance ? See American 
History Survey, 130-132. 
(^) Note the extent of the system. 
{c) Did all colonies have slaves ? 
(d) Account for the southern colonies being 

founded on slavery. 
(<r) What was the effect of slavery upon social, 

industrial, and political life ? 
(/) Status of the negro in colonies. 

Study laws regarding slaves. Short ex- 
tracts may be found in American His- 
tory Survey, 126-129. 
(^) Where and when was the first opposition ? 
(/i) Was opposition confined to northern colonies? 
(/) Write an essay on slavery in the colonies. 



44 Studies in United States History 

(2) Account for the absence of "towns" in the 

South, and for the " town life " in New England. 

(3) Industries. 

How distributed ? Effect of slavery upon the 
South. 

(4) Democracy and Aristocracy. 

(a) Which colony or group of colonies was most 

democratic in social life .^ 
(J)) Distinguish between the different types of 

aristocracy. 

(5) White servitude. Account for this. Effect of. 
/ Bring in extracts from " Sources " or histories giving 

glimpses of life in the colonies. 
k. Colonial literature. 

References. 

"Sources." 

Hart's Source Book, Nos. 41-52. 
American History Survey, 13-22. 
Hart's Contemporaries, II, Chaps. I-XVI. 

Channing, 126-147; McLaughlin, 116-125, 150-168. 

Epochs, I, 264-284; Montgomery, 143-162. 

Gordy, Chap. XI ; Fisher's Colonial Era, index; Bryant, 

III ; Hildreth, II. 
Lodge's English Colonies ; Doyle's English Colonies, 

I, II, III. 
Weeden, index ; Bruce, index ; Century Magazine, 

Vols. XXVII, XXIX, XXX, indexes. 
Fiske's Old Virginia and her Neighbors, Beginnings 

of New England, and The Dutch and Quaker 

Colonies. 
Sloane's French War and the Revolution, Chaps. I, II. 
Scudder's Men and Manners in America One Hundred 

Years Ago. 



Colonizatio7i 45 

12. Struggle between France and England for "colonial 
empire," 17th and iSth centuries. 

Suggestions. — Review the progress of French discovery 
and settlement, noting what part of North America they 
occupied. Compare with English discovery and settlement. 

Note especially the effect of geography upon the histori- 
cal development of both France and England in America. 

Show on map the European claims and possessions in 
North America before the struggle. Trace all changes. 

Place in notebook the topic, Important Treaties. Note 
date of each, nations interested, why important, and effect 
in future history. 

Take notice of topic 13 below. 

a. Struggle for Acadia and Canada, 
(i) Reasons for this contest. 

(2) Study briefly the following wars : King Wil- 

liam's (1689-1697) ; Queen Anne's (1702- 
1713); King George's (1744-1748), finding 
out results, geographical and political, and of 
what importance in history. 

(3) Place in notebook the important treaties as 

suggested. 

b. Struggle for the Mississippi valley and Canada, 
(i) Reasons for this contest. 

(2) What facts prove that the struggle was inevitable? 
(3)' Compare the strength of the combatants. 
Which was the most likely to succeed ? 

(4) Study campaigns, noting the part played by col- 

onists, by Indians, reasons for early English 
defeat, for the later success of the English, 
and for final French defeat. 

(5) Do you justify the removal of the Acadians ? 

Compare views of Longfellow and Parkman 
regarding Acadians. 



46 Studies in United States History 

(6) Treaty of Paris, 1763. Its terms. 

{a) Howdid it settlethefatesof threecontinents? 
(/>) Make a map to show territorial changes. 

(7) General results of the French and Indian War. 

Sum these up under the headings, Political, 
Geographical, Social, Industrial, and Re- 
ligious. 

(8) Make a list of the men most influential in 

determining the course of this war. 
Tell why influential in each case. 
(9} How did this war help to bring on the Revolution .-' 
■ (10) Proclamation of 1763 (MacDonald, 267). 

Referefices. 
" Sources." 

Hart's Source Book, Chap. VI. 

American History Leaflets, No. 5. 

Hart's Contemporaries, II, Chaps. XIX, XX. 

MacDonald, 222, 229, 251, 261 (Treaties). 
Channing, 131-138; McLaughlin, 129-150. 
Epochs, index; Montgomery, 134-143, 
Hart's Formation of the Union, Chap. II. 
McMaster, Chap. VIII; Sheldon, 101-113. 
Fiske, 168-176 ; Gordy, Chap. X. 
Eggleston, 128-147; Winsor, V, Chap. VIII. 
Sloane's French War and Revolution, Chaps. III-IX. 
Fiske's American Revolution, I, 7-10. 
Bourinot's Story of Canada, Chaps. XII, XIII, XVIII. 
Hinsdale's Old Northwest, Chaps. III-V. 
Griffis' Sir William Johnson and the Six Nations. 
Parkman's Works. 

Maps. 

Montgomery, 130. 

McLaughlin, 132, 134, 137, 141, 146. 



Colonization 47 

Channing, 137 (Proclamation Line of 1763), 191. 
McMaster, 63, 74, 90, iii. 
MacCoun's Historical Geography. 
Epochs, Nos. 23, 24. 

Supplementary reading. 

Longfellow's Evangeline. 

Cooper's Last of the Mohicans. 

Cooper's Leatherstocking Tales. 

Thackeray's Virginians. • 

Gilbert's The Seats of the Mighty. 
13. Union among the colonies, 1 684-1 760. 

Suggestion. — The best material for this study will be 
found in American History Leaflets, No. 14. 

a. Name the times when there was a union more or 

less perfect. 

b. Do you see any connection between the desire for 

union and the struggle with France .? 

c. What connection between union and strength ? 

d. Give all the reasons why union was desired (i) by 

England, (2) by colonies. 

e. Which plan previous to that of 1754 was most desir- 

able ? Why ? 
f. The Albany Congress, 1754. 
(i) By whom authorized ? 

(2) Give all the purposes of this congress. 

Is there any connection between this con- 
gress and the French and Indian War .? 

(3) Compare Franklin's plan for a union with that 

of the New England Confederation, 1643. 
(a) Write out points of likeness and of difference. 
{b) Which is the better ? 

(4) Why was the plan for union rejected by England ? 

by colonies ? 



48 Studies in United States History 

(5) Results. 

(a) Write a summary. 

(/') What were Franklin's views of the results of 
rejection ? 

(6) Write an essay upon the growth of union in the 

colonies previous to 1760, using the results 
of your study from the " Sources " as material. 
References. 
" Sources^" 

American History Studies ; or American History 

Survey, 32-42. 
American History Leaflets, No. 14. 
Hart's Contemporaries, II, No. 125. 
Preston's Documents, 170. 
MacDonald's Documents, 253. 

Channing, 138, 139; McLaughlin, 103, 104, 139. 
Epochs, I, II, index ; Montgomery, 138. 
Sheldon, 119, 137, 144, 147, 151. 
Frothingham's Rise of the Republic. 

Summary and Review 

I. Political Life 

1. Trace the governmental relation of each colony to 

England. 

2. Trace the progress of self-government in the colonies. 

What colonies had representative assemblies ? 

3. Union among the colonies. Discuss fully. 

4. Institutions adopted (i) from England, (2) from other 

places ; (3) institutions originating in colonies. 

II. Religious Life 

1. Note how religion affected conditions of settlement. 

2. Show reasons for the intolerant spirit. 



Colonisation 49 

3. Sects represented by 1760, giving position of Catholics, 

the Episcopal church, etc. 

4. Note the preparation for present provisions in our 

constitution. 

III. Industrial Life 

1. Show how geography affected distribution of industries. 

2. Name and locate industries. 

3. Study to see how slavery affected industrial develop- 

ment. 

4. Effect of England's restrictions. 

IV. Social Life 

1. Show in what ways it was democratic. 

2. What classes of society do you find ? What different 

types of aristocracy ? 

3. Social customs (i) in New England, (2) in middle 

colonies, (3) in the South. 

4. Professions, — law, medicine, ministry, etc. Their 

standing. 

5. Effect of towns and of plantation life. 

V. Intellectual Life 

1. Colonial ideals. Account for the New Englander's 

devotion to learning. 

2. Trace the progress of education in the college and 

the common school. 

3. Compare New England with the South, and each with 

the middle colonies. 

VI. Theories as to the Nature of a Colony 

1. What is a colony according to England's idea in 17th 

and 1 8th centuries? 

2. What is the present view (i) of England.^ (2) of the 

United States ? 



50 Studies in United States History 

Suggestion. — The follotinng out Ime guide for study may be 
tised instead of the one Just completed, by classes more advanced, 
or by those not having time for the study of details. If used, 
note all suggestions given as to ttotebook work, map, etc. The 
" general topics " should be 7vorked out as suggested above under 
former outline, pages i6-iy. 

COLONIZATION FROM 1600 to 1660 

Suggestion. — Study colonies founded previous to 1660, 
viz., Virginia, Plymouth, Massachusetts Bay, New Nether- 
land, New Hampshire, Connecticut, Rhode Island, Mary- 
land, Delaware, and New Haven. Work out the following : 

I. Governmental Relation of each to Mother Country 

1. Note how this was affected by conditions of settle- 

ment. 

2. Explain government by charter, by company, by pro- 

prietor, by royal governor. Under which did the 
people have the most freedom ? 

3. Explain fully the government of Connecticut, Rhode 

Island, and Plymouth. Study the Mayflower Com- 
pact and the Fundamental Orders of Connecticut, 
comparing the two. Compare each of these gov- 
ernments with the Massachusetts Bay government. 
What is a pure democracy ? 

4. Account fully for the change of government in Vir- 

ginia, 1624. 

5. Compare the government in New Netherland with that 

in English colonics. 

6. How did the Puritan movement in England affect the 

political situation in the colonies 1 

7. Was England arbitrary in her government of the 

colonies ? Give facts to prove your answer. 



Colonization 5 1 



II. Self -Government 



1. Cite from study of " Sources " such points as prove the 

democratic spirit of the colonists. Cite from his- 
tories other proof. 

2. Which colony or group of colonies had the most 

political freedom .'' Give facts to prove your 
answer. 

3. What principles underlay the "Watertown Protest"? 

4. Representative assemblies. 

Trace the beginning of representative assemblies 
in various colonies. What powers did they 
have .-• 

5. Town meetings. 

a. Where found ? 

b. Describe. 

c. Their political value. 

d. Read the account of the proceedings of a " town 

meeting," Hart's Source Book, 132. 

6. Did the Virginians show any marked political ability "i 

Give reasons for your answer. 

7. Compare native Englishmen and colonists in the mat- 

ter of freedom. 

8. Study the Massacliusetts Body of Liberties, 1641. 

American History Leaflets, No. 25. 

a. Why important ? 

b. Compare with Fundamental Orders of Connecticut. 

9. What were the units of local government ? Explain 

why. 
ID. Summary. Compare the different groups of colonies 
in regard to self-government. 

III. Development of Union among the Colonies 

Refer to topic // under topic 3, " New England from 
1620 to 1660," for outline. See page 29. 



52 Studies ill United States History 

IV. Religious Conditions 

1. The Puritans. Did their theory and practice coin- 

cide ? 

2. How would you account for the intolerant spirit so 

often shown .'' 

3. Church and state. 

a. How would you account for the connection of the 

two ? 

b. When did the present idea of the separation of 

church and state originate .'' 

V. Industrial Conditions 

1. Slavery and white servitude as systems of labor. 

Compare with free labor as to effect. 

2. Communism. What colonies were founded on this 

system ? Was it successful .'' 

3. Did England place any restrictions upon colonial 

industries before i66o? In what ways did England 
encourage industries ? 

VI. Social Life 

1 . In what groups of colonies was society most democratic ? 

Why > 

2. Classes of society. What was the basis of distinc- 

tion ? 

VII. Intellectual Life 

1. What college was founded previous to 1660? 

2. Extent and character of the public schools. 

3. " Colonists were, in the main, men of education." 

Verify this from your reading. 

4. Colonial writers. 

Make a list of writers and their chief works. 



Colonization 53 

References 

*' Sources." 

Hart's Source Book, Nos. 13-21, 28, 29, 32, 34. 
American History Survey, Chaps. I, II, 29-32. 
Hart's Contemporaries, I. 
Preston's Documents, 1-85. 
MacDonald's Documents, 1-120. 

Channing, Chap. II ; McLaughlin, Chaps. II-IV. 

Montgomery, Chap. Ill; Epochs, I. 

MciMaster, Chaps. Ill, IV; Sheldon, 57-82. 

Fiske, Chap. II; Gordy, Chaps. IV, V; Andrews, I. 

Lodge's English Colonies. 

Doyle's The English in America. 

Fiske's Old Virginia and her Neighbors, The Begin- 
nings of New England, The Dutch and Quaker 
Colonies. 

Bancroft, I ; Bryant and Gay, I ; Hildreth, I. 

Griffis' The Romance of Colonization. 

Eggleston's Beginners of a Nation. 

Winsor's Narrative and Critical History, 

Campbell's Pilgrims and Puritans. 

Bruce's Economic History of Virginia. 

Weeden's Economic History of New England. 

Note. — For maps, supplementary reading, and other refer- 
ences, see former lists under separate colonies. 



54 Studies in Lhiitcd States History 

COLONIZATIOx\ FROM 1660 to 1760 

Suggestions. — Continue study of colonies founded before 
1660, 772., Virginia, etc. Study colonies founded after 1660, 
viz.. New Jersey, the Carolinas, Pennsylvania, and Georgia. 

Work out the following topics : 

I. Governmental Relation to England 

1. Why does the proprietary type of government appear 

so often in the colonies now founded ? 

2. Show that the political conditions of the colonies in 

1660 were at variance with the English government. 

3. Account for the struggle between the English govern- 

ment and Massachusetts. 

4. Connecticut and Rhode Island Charters. 

Why was England more liberal with these colonies 
than with Massachusetts ? 

5. Explain government under Andros. Was he a tyrant? 

Compare the Dominion of New England with the 
New England Confederation. 

6. Did the Revolution of 1688 secure the "rights of 

Englishmen " to the colonists ? 

7. Compare government by charter, by proprietor, and by 

royal governor. Name colonies under each in 1760. 
Explain the government of Massachusetts after 1691. 

8. Of what importance were the Lords of Trade in colo- 

nial government ? 

II. Self -Government 

1. Find proof of the growth of the democratic spirit. 

2. Show that there was a growth in the power of the 

representative legislative bodies. 

3. In the quarrels with the royal governors what principle 

was at stake ? 



Colonization 5 5 

4. What was the colonial theory of representation ? 

5. Self-taxation. Show that this principle the colonists 

would not yield. 

6. Was England arbitrary in her government of the 

colonies ? 

7. Make a list of rights possessed by colonists in 1760. 

III. Union among the Colonies, 1684- 1760 

Study from topic 13 in former outline given on page 47. 

IV. England's Colonial System 

Study from topic 8 in former outline on page 39. 

V. Religious, Educational, Social, and Industrial Conditions 

Study from topics g, h, i, J, under topic 11, given in 
former study of this period, page 42. 

VI. Summary and Review 
See topics on pages 48, 49. 

VII. Struggle between France and England for Colonial 

Empire, 17th and i8th Centuries 

Study topic 12, on page 45. 

Note. — References for topics III-VII will be found in con- 
nection with topics on former pages. 

References for topics I, II. 
" Sources." 

Hart's Source Book, Chaps. II, IV, V. 
Hart's Contemporaries, I-II. 
American History Leaflets, No. 14. 
Preston's Documents, 96-170. 
MacDonald's Documents, 120-253. 

Channing, Chap. Ill ; McLaughlin, Chaps. II-VI. 
Epochs, I, 50-61, 76-81, 196, 220; II, 2-41. 



56 Studies in United States History 

Montgomery, Ch^ps. Il-V ; Fiske, Chaps. II, HI. 

Gordy, Chaps. IV-VI. 

Lodge's English Colonies in America. 

Doyle's English Colonies. 

Winsor's Narrative and Critical History, 

Bancroft's, Hildreth's, and Bryant's histories. 

Hinsdale's Old Northwest. 

Note. — For maps, supplementary reading, and other references, 
see former lists under separate colonies. 

Suggestions to Teachers. — A general review of all the 
colonies from the time of their founding might now be 
made. The recitations may be made as " riuents " or as 
answers to sharp, searching questions. 

Notebooks should be reviewed carefully. Discussions from 
the material collected may be carried on with good results. 

Special topics for individual investigation may be 
assigned, if time will permit. 

Aim in your teaching to secure accuracy in statement of 
facts, to train the judgment as well as the memory, to quicken 
and discipline the imagination, to cultivate the power of 
expression, and to ennoble the character of your pupils. 

PERIOD OF INTERCOLONIAL UNION AGAINST 
ENGLAND, 1760-1775 

In my opinion, this kingdom has no right to lay a tax on the colo- 
nies. America is obstinate ! America is almost in open rebellion ! 
Sir, I rejoice that America has resisted. Three millions of people so 
dead to all the feelings of liberty as voluntarily to be slaves would have 
been fit instruments to make slaves of the rest. — William Piit. 

Suggestions. — Take notice as you study that the basis of 
union in this period is that of the "rights of Englishmen." 

Place the following topics in your notebooks, and gather 
material appropriate to each as you study. 



Intercolonial Union 57 

Laws of England which were Objectionable to the 
Colonists. (State time and purpose of each.) 

Methods of Colonial Resistance. 

Principles that the Colonists asserted in the Constitu- 
tional Struggle. 

Steps in the Development of Union. (State briefly in 
connection with each the character and purpose.) 

The Formation of Revolutionary Organization. (Trace 
the beginning and progress of such organization.) 

Men Prominent in the Period from 1760 to 1775. 
(State briefly why in each case.) 

1. What preparation had been made in the period of 

colonization for this period .'' (Develop this topic 
both from the standpoint of England and that of the 
colonies.) Was not revolution a gradual process .'' 

2. England's colonial policy, 1760-1774. 

Suggestions. — Study the following : 

The condition of the British empire. " Her tasks were 
world wide." Explain why. 

Representation in England. Compare with American 
theory of representation. 

George III and his ministers. How far responsible for 
the situation ? 

a. Enforcement of Laws of Trade. 
(i) Why was this necessary? 

(2) Why did colonists desire to trade with Dutch 

and Spanish West Indies ? 

(3) Was it not right for England to enforce her 

laws ? 
l>. Taxation of the colonies. 

(i) Study to find out why colonists objected. 

Cite extracts from contemporary speeches or 
writings to prove your answer. 



58 Studies in United States History 

(2) Study to find out the reasons for England's 

position on the question of taxation. 

(3) Did any one in England take the colonial view 

of the matter ? Cite extracts to prove. 
c. Establishment of British troops in America. 

(i) Effect of territorial expansion as a result of 
French wars, 

(2) Effect of Pontiac's conspiracy, 1763, 

(3) Study to find out why and when troops were 

first sent to colonies. Study " Quartering 
Act," MacDonald, 306. 

(4) Did the later action of England coincide with 

her original purpose .'' 

Suggestion. — The three topics a., I\ c, outline the policy. 
The subtopics may be developed as the study of the period 
progresses. 

3. Acts and events through which England's colonial 
policy and the colonial opposition are shown. 

a. Writs of Assistance, 1761. 

(i) What are "general warrants"? 

(2) Are they allowed now under our constitution ? 

(3) Arguments of James Otis. State his views. 

(4) Explain what John Adams meant in saying. 

"Then and there the child of Independence 
was born." 

(5) Object of these. 

b. The Parson's Cause, 1763. 

(i) What was the real issue ? Note Patrick Henry's 

speech. 
(2) Explain this statement : 

In these two cases (Writs of Assistance and Par- 
son's Cause) Otis and Henry, between them, had cast 
a serious shadow on the authority of Parliament and 
on the prerogatives of the King. — McLaughlin. 



Intercolonial Union 59 

c. The Stamp Act, 1765. 

(i) What feature of the colonial policy does this 
explain ? 

(2) Was it legal ? 

(3) "No taxation without representation." Explain 

" representation " from the American stand- 
point ; from the British standpoint. 
See Mansfield's speech in the British Parlia- 
ment, American History Survey, 62. 

(4) Stamp Act Congress. 

{(i) Time, place, colonies represented. 
{I)) Study its Declaration of Rights, and note 
the principles asserted by the colonists. 
(i') Cite extracts to show that colonists 
regarded themselves as British sub- 
jects. 
(2') Did colonists desire representation in 

Parliament ? 
(3') Did they object to anything besides 
"taxation without representation"? 

(5) Henry's Resolutions, 1765. 

(6) Sum up the results of this act. 

d. Repeal of the Stamp Act, 1766. 
(i) Effect of non-importation. 

(2) Influence of Benjamin Franklin. 

(a) Study his speech in the House of Com- 
mons. 
{p) State fully his views on taxation. 

(3) Influence of William Pitt. 
c. Declaratory Act, 1766. 

What principle does this assert ? 
f. Townshend Acts, 1767. 

(i) State these. What principle of government 
does each violate .'* 



6o Studies in United States History 

(2) Colonial protests. 

(a) Massachusetts circular letter. 

What did it contain ? Why important ? 
Its effect. See MacDonald, 330. 

(b) The Letters of a Pennsylvania Farmer. 
(i') Note the principles asserted. 

(2') Are they convincing? 
{c) Sloop Liberty affair. 

Note the "town assembly." Why important? 
(^/) Virginia Resolves, 1769. 

Study these resolutions, noting principles 
asserted and effect. How can you 
account for the statement : 
"All trials for treason, . . .oughtof right tobe 
had, and conducted in and before his Majesty's 
courts, held within his said colony, . . . ." 
(e) Non-importation agreements, 1769. 

Character and purpose of these. Effect. 

(3) When and how modified ? 
g. Boston Massacre, 1770. 

(i) When and why were troops sent to Boston ? 

(2) Why did colonists object to the troops ? 

(3) Was this really a massacre ? 

(4) Why important ? 

(5) Note the accounts given on handbills or in 

newspapers of the time. 

h. Committees of correspondence. 

(i) Origin of town committees. 

(2) Origin of colonial committees. 

(3) Find out what colonies had them. 

(4) Explain Channing's statement : 

" The machinery for Revolutionary organization 
had been discovered." 

(5) Their effect upon union. 



Intercolonial Union 6i 

i. The "King's Cheap Tea Plan," 
(i) Purpose. 

" The King meant to try the question with 
America." 

Explain. 

(2) How was it received t 

{a) Account for the Boston Tea Party. 

{b) Read from Hart's Source Book, No. 53, or 

Contemporaries, H, No. 152. 
(f) Was opposition confined to Boston ? 

(3) Find, if possible, how English historians treat 

this affair. 
j. Repressive Acts, or the Five Intolerable Acts, 1774. 
(i) Did any of these violate the principles of the 
English constitution ? 

(2) What danger was there for the colonies? 

(3) Object of the Quebec Act. 

(4) Sum up the results of these acts. 

(5) Were there really five of these } 

k. The First Continental Congress, 1774. 
(i) Time, place, colonies represented. 

(2) What men prominent before sat in this congress ? 

(3) Declaration of Rights. 

{a) Read it and note the principles it asserts. 

(/') Do you find any new position taken ? 

(<:) Do the colonists completely deny the 

supremacy of Parliament ? 
id) Compare with Stamp Act Congress Decla- 
ration. 

(4) The American Association. 

Compare with former non-importation agree- 
ments. Extracts may be found in American 
History Survey, 84. 



62 Studies in United States Histoiy 

(5) Read, if possible, tlie account given by John 

Adams, found in Hart's Contemporaries, II, 
or in Works of John Adams. 

(6) Did it have a legal status ? 

Did any of the organizations among the col- 
onists ? 

(7) Sum up the results. 

/. England's coercive measures, 1774, 1775- 

Did not England go too far? See Hart's Source 
Book, No. 54. 
m. Lexington and Concord, April 19, 1775. 
(i) Object of the English. 

(2) Of what importance are these skirmishes ? 

(3) Read the extract from Hart's Source Book, 

No. 57, and Hart's Contemporaries, No. 199. 

(4) Read Emerson's Concord Hymn. 

n. Capture of Crown Point and Ticonderoga. 

(i) Object. 

(2) Results. 
0. Continental Congress, 1775. 

(i) Give its work in full. 

(2) Did it assume any powers previously denied to 

the British Parliament ? 

(3) Was independence thought of ? 
/. Bunker Hill, June 17, 1775. 

(i) Was this battle important ? Prove your answer. 
(2) Compare the British and American reports. 
Account for the difference. 
q. What had been accomplished by the close of the 
year 1775 ? 



Intercolonial Union 63 

Topics and General Questions, 1760-17 75 

Suggestion. — This outline may be used instead of topic 3 
and its subtopics, a-q, above. The notebook work should be 
followed out as suggested ; also topics i and 2, page 57. 

1. Causes of the Revolution. 

Write a full summary. 

2. What was the fundamental cause of the separation of 

the colonies from England ? 

3. Did the colonists distinguish between external and 

internal taxation previous to 1768 ? after 1768 .■* 
Prove from study of contemporary speeches and 
declarations. 

4. Compare American and British views on taxation. 

5. Non-importation as a means of resistance. 

6. How far responsible for the Revolution were men in 

the English Parliament .'' 

Why was Pitt called the " Friend of America"? 

7. Compare congresses from 1765 to 1775. 

8. Was the Revolution justifiable ? Your reasons. 

9. Did England understand America.'' 

References. 

" Sources." 

Hart's Source Book, Nos. 53-55. 

American History Survey, Chap. HI. 

Hart's Contemporaries, H, Chaps. XXHI, XXIV. 

American History Leaflets, Nos. 14, 21. 

Old South Leaflets, No. 68. 

Preston's Documents, 188-206. 

MacDonald's Documents, 258-367. 

Kendall's Source Book of English History, Nos. 

105, 106 (Purchasing a seat in Parliament; 

Position of a Representative). 



64 Studies in United States History 

Charming, 153-197; McLaughlin, 169-192. 

Epochs, II, 42-77 ; Montgomery, 163-183. 

Sheldon, 131-158; Gordy, 130-153; McMaster, 110-130. 

Sloane's French War and Revolution, Chaps. IX-XVI. 

Fiske's American Revolution, I, Chaps. I-III. 

Andrews, I, index ; Eggleston, Chaps. XXV, XXVI. 

Frothingham's Rise of the Republic, Chap. V-VIII. 

Lodge's Colonies in America, index. 

Hildreth, II, index. 

Bryant, III, index. 

Doyle's Colonies, index. 

Winsor, VI, 1-34. 

Trevelyan's American Revolution, Chaps. II-VI. (This 

is written from the British standpoint.) 
Green's History of the English People, IV. 
Lecky's England in the 18th Century, III, Chap. XII. 
Adam Smith's Wealth of Nations, Chap. VII. 
Seeley's Expansion of England, Lecture VIII. 
Channing's The United States of America, 1765-1865, 

Chap. II. 
Biography : Biographies of Patrick Henry, John Adams, 

Samuel Adams, Benjamin Franklin, James Otis, etc., in 

American Statesmen Series ; Franklin's Autobiography. 

MaJ)s. 

Montgomery, 175, 183, 189, 191, 193, 201, 207, 209. 
Hart's Epochs, No. 2. 

McLaughlin, 192, 193, 198, 202, 209, 219. 
Channing, 191, 228, 229. 

Supplementary renitiiig. 

Longfellow's Paul Revere's Ride. 

Holmes' Grandmother's Story of Battle of Bunker Hill. 

S. Weir Mitchell's Hugh Wynne. 

Churchill's Richard Carvel. 

Emerson's Concord Hymn. 



Revolution 65 



PERIOD OF THE REVOLUTION, OR OF UNION AND 
INDEPENDENCE, 1775-1783 

O ye that love mankind ; ye that dare oppose, not only the tyranny, 
but the tyrant, stand forth ; every spot of the old world is overrun 
with oppression. Freedom hath been hunted around the globe. Asia 
and Africa have long expelled her. Europe regards her like a stranger, 
and England hath given her warning to depart. O ! receive the fugi- 
tive ! and prepare in time an asylum for mankind. — Thomas Paine's 
Common Sense. 

Suggestions. — Take notice as you study that the basis of 
union is that of the " rights of man." 

Attention should be given to the geographical situation. 

In the study of the war, attention should be given to the 
plan of campaigns rather than to single battles ; to the com- 
parative strength of the combatants ; to the theater of the 
war, with reasons for, and advantages or disadvantages. 

Campaigns should be traced upon an outline map, and the 
location of important battles shown. When the study of the 
period is completed, a map should be made to show changes 
in territorial possessions and the boundaries of the United 
States. 

Explain these terms : revolution, rebellion, rights of man. 

1. Review the events of 1775. 

2. Growth of independence, 1 775-1 776. 

a. Trace the causes. Write a summary of the same. 

b. Select from contemporary speeches or writings 

extracts which show that the spirit of independ- 
ence was present. 

c. Read the Declaration of Independence, 
(i) Judged by it, who caused the war? 

(2) Note the manner of its formation. 

Read Hart's Source Book, No. 58. 

(3) What principles of government are stated .■* 



66 Studies in United States History 

(4) Was it a legal document ? 

(5) How many of the grievances can you prove by 

facts ? 

(6) Did the colonists think of one nation or 

thirteen ? 

(7) The signers. 

Which of these became prominent in later 
history ? (Notice as you study.) 

d. Note the effect of independence upon the forma- 

tion of state governments and a national gov- 
ernment. 

e. Note the effect upon the foreign relations of the 

states. 

References. 

" Sources." 

Hart's Source Book, No. 58. 
American History Survey, 198. 
Hart's Contemporaries, Nos. 186-188, 
Old South Leaflets, No. 11. 
Preston's Documents, No. 210. 
MacDonald's Documents, I, 367-391, H, i. 

Channing, 197-206; McLaughlin, 194-196. 

Epochs, II, 74-82 ; Montgomery, 184-186. 

McMaster, 131-135; Sheldon, 158-162. 

Gordy, 153-155; Eggleston, 171-173. 

Andrews, I, 171-180. 

Frothingham's Rise of the Republic, index. 

Fiske's American Revolution, Chap. IV. 

Sloane's French War and Revolution, 207-215, 224- 

237- 
Bryant, III. See index. 
Winsor, VI, 268; VII, 18-24. 
Higginson, 265-268. 



Revolution 67 

Hildreth, III, 124-139. 
Lecky's England, Chap. XIV. 
Trevelyan's American Revolution. 
Channing's The United States of America, 1 765-1865, 
Chap. III. 

Supplementary readiitg. 

Holmes' Independence Bell. 

3. Campaign of 1776. 

a. Of what strategic importance is the Hudson 

River } 
Ik Trace Washington in this campaign. 

Suppose he had been captured in his retreat 
through New Jersey. 
c. Results. 

4. Campaign of 1777. 

a. Outline the British plan. 
Ik Burgoyne's invasion, 
(i) Trace the route. 

(2) Sum up the reasons for its failure. 

(3) Why is the battle of Saratoga decisive 1 

(4) The Saratoga Convention. 
(a) Note the terms. 

{b) Was it fairly executed .'' 

(5) Effect. 

c. Howe's expedition to Philadelphia, 
(i) Object. 

(2) Trace his route. Why chosen ? 

(3) Effect of this expedition upon the British 

success. 

(4) Results. State in full. 

d. Sum up the results of the year's campaign. 

5. Conway Cabal. 

Of what importance is this event .'* 



68 Studies in United States History 

6. Foreign relations, 1775-1783. 

a. Foreign Committees of Correspondence, 
(i) Who made up the first committee? 

(2) When appointed ? 

(3) What was their work ? 

(4) With what nations do they negotiate ? Trace 

results. 

b. French Alliance, 1778. 

(i) Effect of the American war upon France. 

(2) Treaties. 

(<?) What guarantees did each nation make ? 
(J)) Did we always keep these treaties.'' 

(Extracts from treaties may be found in 
American History Survey, 198.) 

(3) Effect. 

(a) Note especially the English proposals for peace. 
{I)) Was French aid really valuable ? 
(^) Note the military results. 

c. What eiifect did the war have on our relations with 

England ? 

7. Treason. 

a. Charles Lee, 1778. Was he really a traitor? 

b. Benedict Arnold, 1779. 

(i) Study Arnold's past history. 

Refer to Cosmopolitan, April, 1900. 
' (2) Did he have a real grievance ? 
(3) What do you think of Andre''s capture and 
execution ? 

Do you agree with Channing? Channing's 
History, 215. 

8. Campaigns of 1778. 

Object and results. 

9. The War in the South, 17 76-1 781. 

a. Note what was done by the British up to 1780, 
Why did the South not resist more strongly ? 



Revolution 69 

b. Greene's campaign, 
(i) Object and results. 

(2) Compare Greene and Gates as to generalship. 

c. Work of Marion, Sumter, Lee, and Pickens. 
(I. Siege of Yorktown, 1781. 

(i) What part did the French play ? 

(2) Why does this battle end the war .-' 

(3) Effect upon Europe. 

[Q. General topics. See References, below. 

a. Naval Warfare. 

b. Congress and the Army. 

c. Finances of the Revolution. 

d. The Loyalists. 

e. Foreigners in the American Army. 

f. The American Army. 

g. Character of Washington. 

//. Literature of the Revolution. 
See American Literatures. 

References for general topics. 

a. Sloane, 371-373- 

Maclay's History of the United States Navy, I, 

Part I. 
Lossing's Story of our Navy, Chaps. I-VL 
Griffis' The Romance of Conquest, Chap. IIL 

Note. — Refer to indexes of histories given in the lists 
on first few pages. 

b. Channing, 220-222 ; McLaughlin, Chap. IX. 
Fiske's American Revolution, I, 242-248. 
Fiske's Critical Period, 1 01-103, 106- 112. 
Epochs, II, 105, 106 ; Sloane, 327-344. 
Bryant, IV, 50-52. 

Lossing's Field-Book of the Revolution, I, 309- 



70 Studies in United States History 

c. Hart's Source Book, No. 62. 

Hart's Contemporaries, Nos. 206-208, 210. 

Channing, 223 ; Epochs, H, 89, 93, 109. 

Sloane, index ; Hildreth, index. 

Fiske's American Revolution, I, 242-248. 

Fiske's Critical Period, 101-112. 

Winsor, VH, 69, 72, 81. 

McMaster's History of the People, I, Chap. H. 

Life of Morris. 

d. Hart's Contemporaries, Chap. XXVH. 
Channing, 224, 225 ; Epochs, H, index. 
Sheldon, 163-166; Montgomery, 178, 179. 
Winsor, VH, 185-214; McMaster's History of 

the People, I, 109, 113, 123, 130. 
Hildreth, index. 
Lossing, n, 634-636. 
American Historical Review, I. 

e. See indexes of various sources, histories, or 

biographies. 
/. Hart's Contemporaries, Chap. XXVIII. 

See histories of the period. 
g. Biographies of Washington. 

References for the period 1775-17 83. 

"Sources." 

Hart's Source Book, Nos. 55-61. 

American History Survey, 197-199. 

Hart's Contemporaries, Chaps. XXX-XXXIV. 

Old South Leaflets, Nos. 3, 43, 47, 86, 97, 98. 

American History Leaflets, No. 11. 

Preston's Documents, 206-232. 

MacDonald's Documents, 6-15. 

Channing, Chap. V ; McLaughlin, Chap. IX. 
Epochs, II, Chap. IV; Montgomery, 182-208. 



Revolution yi 

McMaster, 130-154; Sheldon, 166-196. 

Gordy, 155-193 ; Eggleston, Chaps. XXVIII-XXXII. 

Fiske's American Revolution, I, II. 

Sloane's French War and Revolution, Chaps. XVII- 

XXVIII. 
Andrews, I. 

Fiske's War of Independence (i vol.). 
Bryant and Gay's History of United States. 
Trevelyan's American Revolution, Chaps. VIII-XII. 
Channing's United States of America, 1 765-1865, 

Chap. III. 
Roosevelt's Winning of the West, II. 
Hildreth's United States, II, III. 
Frothingham's Rise of the Republic. 
Green's History of the English People, IV. 

Maps. 

Montgomery, 174, 182, 188, 190, 192, 200, 208. 

Epochs, II, No. 3. 

Channing, 229. 

McLaughlin, 219 (United States in 1783); maps also 

in the text, 149-219. 
MacCoun's Historical Geography. 

Supplementary readifig. 

Bryant's Song of Marion's Men. 
Henty's True to the Old Flag. 
Cooper's The Pilot and The Spy. 
Mitchell's Hugh Wynne. 
Hawthorne's Septimius Felton. 
[I. Results of the war. 

a. Treaty of Peace, 1783. 

(i) What nations were interested and why? 

(2) Discuss our treatment of France. 



']2 Studies in United States History 

(3) Terms of the treaty. 

(a) Study " Sources " if possible. 

(^) See American History Survey, 199, 200, and 

American Territorial Development, Chap. 

II ; MacDonald, 15. 

(4) What disputes would the treaty make possible ? 

Find these in the future history as you study. 
/'. General results. 

(i) Sum these up under the headings. Political, 
Social, Industrial, Intellectual. 
■ (2) Effect upon England. 

Explain these statements : 

" Constitutional government was saved by the 
loss of America." 

" If England prevails, English and American 
liberty is at an end." 

References. 

See list above for the period 1775-1783. 

FORMATION OF AMERICAN GOVERNMENT, 
1 774-1 789 

1. Why has the non-importation agreement of the con- 

gress of 1774 been called the beginning of the 
government of the United States ? See American 
History Survey, 84. 

2. How were colonies governed during the war from 

1775 to 1781 ? 

3. Articles of Confederation, 1 781-1789. 

a. When and why formed ? 

b. Were the states sovereign ? Proof. Study Articles 

I, II, III. 

c. How did question of western lands affect the ratifi- 

cation of the articles ? 



Ainericati Governvient 73 

d. State reasons why Washington considered them 
defective ? 

Extracts from Washington's letters are found in 
American History Survey, 74-80. 
<?. From a study of amendments proposed, what seems 
to have been the chief defect ? 
Name others gained from study of articles or 
histories. 

f. Why are they important } 

g. Compare with New England Confederation, 1643. 

4. The Constitution. 

a. What led to the calling of the convention of 1787 ? 

See American History Survey, 87, 88. 

b. Did the convention act within its granted powers .'' 

See American History Survey, 89, 90. 

c. Study Randolph's resolutions. What kind of gov- 

ernment does he propose ? 

d. What was the nature of the government under the 

articles .'' under the Constitution } 

e. Compromises. See American History Survey, 93- 

96, 137-140. 
/. Did the states or the people ratify .!* Give date of 

ratification. 
g. The Federalist. 
h. Sum up arguments for and against ratification. 

5. Is the Union older than the states? 

6. Is the government federal or national ? 

7. Ordinances of 1784 and 1787. Compare the colonial 

system here established with that of England. 
Compare with Porto Rican plan and our Philippine 
policy. 

8. The period 1783-1789 is known as the "Critical 

Period." Write a summary of reasons why it is so 
known. 



74 Studies in United States History 

References. 
"Sources." 

The Constitution. 

American History Survey, Chap. IV. 

Hart's Source Book, Chap. X. 

Hart's Contemporaries, HI, Chaps. VI-XI. 

Eliot's Debates. 

American History Leaflets, Nos. 8, 20, 28. 

Old South Leaflets, Nos. i, 2, 12, 13, 15, 16, 99. 

Preston's Documents, 218, 240, 251. 

MacDonald's Documents, 21-29. 

Channing, Chap. VI ; McLaughlin, Chap. X. 

Epochs, II, 103-135 ; Montgomery, 209-217. 

Sheldon, 196-2 11 ; McMaster, 155-174. 

Gordy, 194-201 ; Eggleston, Chap. XXXIII. 

Andrews, I, index; Walker, 1-60. 

Frothingham's Rise of the Republic. 

Fiske's Critical Period. 

Hinsdale's Civil Government. 

Fiske's Civil Government in the United States. 

Schouler, I, 1-74. 

McMaster's History of the People of the United States, 

I, Chaps. I-V. 
Lodge's George Washington, II, Chap. I. 
Tyler's Patrick Henry, Chaps. XVI-XIX. 
Higginson's Larger History, 293-308. 
Channing's History of the United States, 1 765-1865, 

Chap IV. 

Note. — For other references, consult indexes of authorities 
mentioned in lists of references on first few pages. 



Revolution and Independence 75 

SLAVERY, 1765-1789 

1. How would you account for the strong opposition 

shown just before and during the Revolution ? 
Find statements that prove such opposition. 

2. Slave trade. 

a. Who was blamed.'' Was it a just blame? 

b. How did the colonies try to stop it } Did they do 

so ? 

c. Why was New England in favor of it ? 

3. Why was the slavery clause stricken from the Declara- 

tion of Independence ? 

4. Find the slavery provisions of the Northwest Ordi- 

nance. 

Did the South object .'' 

5. Collate the views of Jefferson. 

6. Find the views of other men. 

7. Slave compromises in the Constitution. 

Study the debates to find out (i) what section is 
strongest against slavery and slave trade ; (2) what 
arguments are used ; (3) whether the division on 
the questions is purely between North and South ; 
(4) whether there is any change in sentiment. 

8. What states freed their slaves during this period ? 

9. Write an essay on slavery during this period. 

Referetices. 
" Sources." 

American History Survey, 129-140. 
Old South Leaflets, Nos. 3, 13, 14, 104. 
Constitution of the United States. 
Hart's Contemporaries, HI, No. 65. 

Channing, 249, 250, 261, 262. 
McLaughlin, 223, 227-303. 



'J^ Studies in Unitid States History 

Montgomery, 35, 149, 215, 216; Epochs, II. Consult 

index. 
McMaster, 185-187 ; Sheldon, 204-207. 
Walker, Chap. II. Consult Eggleston, Chap. XVIII, 

table of contents. 
Andrews, index ; Channing's History of the United 

States from 1765-1865, 12-14. 
Rhodes' History from 1850, I, Chap. I (Review). 
Wilson's Rise of the Slave Power. 

Note. — Consult indexes of other histories of the period. 



The National Period yy 



THE NATIONAL PERIOD, 1789-1901 

Thou, too, sail on, O Ship of State ! 

Sail on, O Union, strong and great ! 

Humanity with all its fears, 

With all its hopes of future years, 

Is hanging breathless on thy fate ! 

We know what Master laid thy keel. 

What workmen wrought thy ribs of steel. 

Who made each mast, and sail, and rope, 

What anvils rang, what hammers beat. 

In w^hat a forge and what a heat 

Were shaped the anchors of thy hope ! 

Fear not each sudden sound and shock, 

'T is of the wave and not the rock ; 

'T is but the flapping of the sail, 

And not a rent made by the gale ! 

In spite of rock and tempest's roar, 

In spite of false lights on the shore, 

Sail on, nor fear to breast the sea ! 

Our hearts, our hopes, our prayers, our tears, 

Our faith triumphant o'er our fears, 

Are all with thee — are all with thee ! 

Henry Wadsworth Longfellow's Building of the Ship. 

The following outlines may be used in two 
ways. As they are given, they present a study of the chief 
topics in our national development, arranged by periods in 
chronological order. For review or use in advanced classes 
that have had a previous study of the period in chronological 
order, such topics may be selected as are desired, and studied 
without reference to others ; e.g.., a study of slavery may 
be pursued by selecting this topic as found under different 
periods. The following are suggested as topics to be thus 
studied : Territorial Development, Slavery, Foreign Rela- 
tions, Tariff, Financial Affairs, Political Parties, Secession, 
Reconstruction. 



y8 Studies in United States History 

Secure two outline maps of the United States. Upon one 
trace the history of slavery ; i.e., (i) show original states 
as free or slave ; (2) as states are admitted, show whether 
free or slave (indicate date of admission) ; (3) show 
results of slavery legislation. Use colored pencils, one for 
free states, the other for slave. Upon the other map show the 
territorial development of the United States; i.e., (i) trace 
boundaries of 1783 ; (2) indicate disputed boundaries and 
show final boundaries ; (3) show all acquisitions, with original 
boundaries and with final boundaries as settled by treaty or 
otherwise. Mark clearly dates of acquisition and treaty 
settlements. Indicate in colors the various acquisitions. 

Place in notebook the following topics, gathering under 
each fitting material as you study : 

Political Parties. (Name each party and work out its 

leading principles. Name its chief leaders.) 
Constitutional Questions arising during the National 

Period. 
Influence of Slavery upon Social, Industrial, Intel- 
lectual, Religious, and Political Life. 
State Sovereignty. 
National Theory. 
Important Treaties. 
Throughout this period attention should be given to the 
biography of those most prominent in determining the 
course of our national life. Excellent " Sources " may be 
found in Caldwell's American Legislators. 

Introduction 

Sjcggestion. — Before studying the periods in the develop- 
ment of nationality, the following topics should be studied 
to give a view of the United States at the beginning of its 
present national life. 



Ititrodnctioii 79 

Territory of the United States. 

a. Boundaries. 

(i) Trace boundaries of treaty of Paris, 1783. 
American Territorial Development, 45. 
{a) Locate on map. 

(J)) Study, if possible, the making of the treaty. 
(2) Find out what boundaries were in dispute. 
Note the settlement of disputes later. 

b. Its organization. 

(i) States. (Locate on map.) 

(a) Name them, and give extent of each, 1783. 
{b) Their western land claims. American 
Territorial Development, Chap. IIL 
(i') Show on map claims of each state. 
(2') What right had the states to the "back" 
lands .'' 
(2) Public domain. American Territorial Devel- 
opment, Chap. III. 
{a) Land cessions of the states, 
(i') Why were these made? 
(2') Note the opinion of Congress. 
(3') Make a table to show date of cession 

in each case. 
(4') What important results gre^y out of 

these cessions ? 

(5 ') To what use was the territory to be put ? 

(If) Northwest Ordinance, 1787. Old South 

Leaflets, No. 13. 

(i') What important principles are found.? 

(2') Outline the plan of government for the 

Northwest Territory. 
(3') Compare the colonial system of the 
United States with that of Great 
Britain, France, etc. 



8o Studies in United States History 

(4') Of what importance is this ordinance 
to future history ? 

(5') Does it throw any light on present colo- 
nial problems ? 

2. Population. 

a. Number and distribution. 

b. What nationalities are represented ? 

What is an American ? Read No. 64 in Hart's 
Source Book. 

c. Western immigration. Its influence upon the Union. 

Conditions of success. 

3. Political conditions. 
a. Political theories. 

(i) Aristocracy vs. democracy. 
{a) Explain these statements : 

The rich, the well-born, and the able . . . 
must be separated from the mass and placed by 
themselves in a senate. — John Adams. 

I am persuaded that the good sense of the 
people will always be found the best army. They 
may be led astray for the moment, but will soon 
come to themselves. — Thomas Jefferson. 

{!)) Study extracts from the American History 
Survey, 120, 122. Give summary of state- 
ments made. 

(r) Trace these two ideas in the Constitutional 
Convention. 

(</) Study to see the current of the two ideas in 
future history. 
(2) State sovereignty vs. national sovereignty. 

{a) When did state sovereignty begin ? 

{b) Trace the idea of state sovereignty in the 
Articles of Confederation and in the Con- 
stitutional Convention of 1787. 



Introduction 8 1 

(r) Is the Constitution a "compact between 

sovereign states"? Give proof. 
{d^ Trace the idea of national sovereignty in 
the Constitutional Convention and during 
ratification of the Constitution. 
(^) Is the Constitution an "instrument of gov- 
ernment " ? Give proof. 
Suggestion. — Questions {c) and {e) above cannot be 
answered fully at this stage in the work. Give attention 
to the two theories in the future interpretations of the 
Constitution. 

b. Political methods. 

(i) How were Presidents elected .'' 

(2) Find out what you can regarding voting, nom- 

inations, and caucuses. 

(3) What is meant by a " political machine " .'' 

Did it exist at this time .'' 

c. Conditions of suffrage, 1789. 

(i) Was there universal suffrage? 

(2) Compare with present conditions. 

(3) Were they uniform throughout the different 

states ? See Walker's Making of the Nation, 
49, 50. Consult indexes of other histories. 

4. Social conditions. 
a. Country life. 

/;. City life. 

c. Classes of society. Condition of each. 

d. Social customs. 

5. Industrial and economic conditions. 
a. Industries and products. 

(i) Reasons for the great productive power of 
agriculture. 

(2) Effect of the mechanical genius of the Ameri- 
cans. 



82 Studies i)i United States History 

(3) Manufactures. 

(4) Commerce. Exports and imports. 
h. Finances. 

c. Relation of capital and labor. 

6. Intellectual conditions. 

a. School^.. 

b. Newspapers and magazines. 

c. Professions, — medicine, law, etc. 

7. Religious conditions. 

a. Note the demand for a clause in the Constitution 

regarding religion. What does this mean ? 

b. Compare the spirit now shown with that of early 

colonial days. 

8. Add any other items you can, giving a glimpse of the 

life of the times. 

References. 
" Sources." 

American History Leaflets, No. 22. 

Hart's Source Book, No. 71. 

American History Survey, 90-96, 120, 122. 

Channing, 270-275, 281-284. 

McLaughlin, 229-232. 

Epochs, II, 125-141. 

McMaster, 170-173, Chap. XIV; Sheldon, 213, 221-229. 

Walker's Making of the Nation, Chap. IV ; Gordy, 

204-2 1 1. 
Century Magazines, 1 882-1 885 (articles by Edward 

Eggleston). 
Eggleston's History of the United States, Chaps. 

XXXIV, XXXV. 
Channing's The United States from 1765-1865, 133-139. 
Lalor's Encyclopedia of Political Science. 

Note. — Consult indexes of histories in the <reneral list. 



Federal Stipremaey 83 

Supplementary reading. 

Library American Literature, IV, 346 (President Wash- 
ington's Receptions). 
Richard Henry Dana's Two Years before the Mast. 
Scribner's Magazine, 1887 (A Girl's Life Eighty Years 
Ago). 
Note. — For other readings, consult indexes of magazines, — 
Harper, Century, Scribner, etc. 

Maps. 

McLaughlin, 219, 231. \ 

Hart's Epochs, II, No. 3. 
Channing, 228, 229, 243. 

Suggestion. — The following subperiods of the national 
period are each marked by some distinguishing character- 
istic, but it must be borne in mind that there is no break in 
the thread of national life shown in the series of events. 

I. Period of Federal Supremacy, 1789-1801 

We, the people of the United States, in order to form a more per- 
fect union, establish justice, insure domestic tranquillity, provide for the 
common defence, promote the general welfare, and secure the blessings 
of liberty to ourselves and our posterity, do ordain and establish this 
Constitution for the United States of America. 

Prearnhle of Constitution. 

I. Organization of the government. 

a. Congress. Why was it organized first } 

b. Inauguration of Washington. 

(i) Read Washington's Inaugural, Old South Leaf- 
lets, No. 10. 

(2) Describe the scene, giving time, place, by whom 
oath was administered, etc. (Read Hart's 
Source Book, No. 71. Does this agree with 
other views ? Read from Irving's Life of 
Washington.) 



84 Studies ill L 'iiilcd States History 

c. Executive departments. 

(i) Cabinet. Discuss its relations to President; 

to Congress. 

What opposite political tendencies were rep- 
resented ? 
(2) Other officers. 

d. Judiciary. 

(i) Explain its organization. 

(2) Find what the Constitution says about the 

judiciary. 

(3) Who was first chief justice ? 

Trace his career as you study. 

2. What problems must the new government solve .-' 

Note these statements : 

The circumstances, under which I now meet you, will 
acquit me from entering into the subject farther than to 
refer you to the great Constitutional Charter under which we 
are assembled ; and which in defining your powers desig- 
nates the oljjects to which your attention is to be given. 

Besides the ordinary objects submitted to your care, 
it will remain with your judgment to decide how far an 
exercise of the occasional power delegated by the fifth 
article of tlie Constitution is rendered expedient at the 
present juncture by the nature of objections which have 
been urged against the system, or by the degree of 
inquietude which has given birth to them. — Washing- 
ton's First InaKgural Speech to Congress. 

3. Financial measures of Hamilton. 

Hamilton struck the rock of the national resources and 
abundant streams of revenue gushed fortli. — - Webster. 

a. The debt. 

(r) Origin of both foreign and domestic debt. 



Federal SnpreDiacy 85 

(2) Assumption of state debts. 

(a) What compromise was made on this question ? 
{Ill) Read Hart's Source Book, No. 73. 

(3) What is meant by "funding the debt " .-* 

b. Tariff, 1789. 

(i) Read the speech on the tariff, Hart's Source 
Book, No. 72. 

(2) Why should Massachusetts oppose a tax on 

hemp, flax, and molasses ? 

(3) Read discussions on the tariff in American 

History Survey, 221-227. 
{ci) Note questions on pages 245, 246, of the 

American History Survey. Answer from 

" Sources." 
{b) What was the nature of the first tariff .'' 

Was it protective .-• 

c. Excise, 1 79 1, 
(i) Object. 

(2) What is an excise.'' 

(3) Whisky Rebellion, 1793. 

{a) What principle did this strengthen .^ 
{Ji) Was the cause a just one ? 

d. Bank of the United States, 1791-1811. 

(i) Hamilton's reasons for establishing the bank. 
(2) Question of constitutionality. For extracts 
relating to bank controversy, see American 
History Survey, 101-108. 
{a) Why did Hamilton believe it constitutional ? 
{b) What are " implied " powers } 
(r) What are " delegated " powers ? 
(^) Do Hamilton and Madison agree in regard 
to the kind of power granted by the Con- 
stitution ? 
{e) Summarize Madison's arguments. 



86 Studies in United States History 

(/) With which did Jefferson agree ? 

State Jefferson's ideas. 
{g) What is meant by *' loose construction " ? 

by "strict construction"? 
(//) Of what importance is this question ? 
(/■) How finally settled ? See Supreme Court 

decision, iSig. 

4. Political parties. 

A political party may be defined as " an organ for the 
expression of public opinion." — Jesse Macy's History 
of Political Parties, 
a. Origin. 

(i) Effect of the controversy over the adoption of 
the Constitution. 

(2) Explain this statement : 

You say our divisions began with Federalism 
and anti-Federalism. Alas ! they began with human 
nature. — John Adams. 

(3) Effect of controversy over the bank and tariff. 
/;. What were the fundamental differences between the 

two parties, Federalists and Republicans.^ 
e. What is an Independent .' 

d. With which party do you sympathize ? 

e. Note the effect of industrial conditions upon party 

beliefs. 

5. Slavery. 

a. Restate the constitutional provisions on slavery. 

b. Antislavery petitions, 1790. 
(i) Purpose of these. 

(2) Jackson's speech. See extract in American 

History Survey, 141. 

(3) Did the decision that Congress had no authority 

to interfere with slavery within the states 
prevail ? 



Federal Supremacy 87 

c. Fugitive slave law, 1793. 

(i) Find the constitutional basis for this. 
(2) Effect. 

d. Trace the progress of emancipation. 
Admission of states. 

a. Make a table showing date of admission, and whether 

free or slave. (Complete this in future periods.) 

b. How was the question of slavery decided .-' 

c. What is the effect on nationalism ? 
Foreign relations, 1 789-1801. 

a. Study the relations between France and England 

from 1789 to 1 80 1. 

b. Washington's Neutrality Proclamation. 

(i) Review treaty with France, 1778, and her 
services to the United States, 17 76-1 783. 

(2) Did the United States treat France fairly ? 

(3) Why is this proclamation of the greatest impor- 

tance in our history ? 
, (4) Its effect upon France. 

Study the Genet episode, and its effect on 
the United States. 

c. With England. 

(i) Review treaty of 1783. What difficulties had 
arisen out of it ? Which of these were real 
grievances ? 
(2) Explain differences on question of "neutral 
rights." Read Hart's Source Book, No. 74. 
(a) What may be " contraband of war " } 
{b) What shall constitute a " blockade " ? 
{c) "Rule of 1756." Why did the United 
States want to trade with the French 
and Spanish West Indies ? 
{d) " Free ships make free goods." Explain 
the meaning. 



88 Studies in United States History 

(3) Impressment. Compare the British view of 

citizenship with that of the United States. 
Read Hart's Source Book, No. 76. 

(4) Jay's treaty. 

(a) What did it settle 1 

(^) Why was it difficult to secure the necessary 

two-thirds majority for its ratification ? 
(<:) Trace in future history the result of the treaty. 
(d) Would war have been better then ? 

d. With Spain. 

(i) Review treaties of 1763 and 1783 as regards 
Spain. 

(2) Find out why Spain claimed the territory north 

of the 31st parallel. 

(3) Treaty of 1795. Mark on map the boundary 

settled by this treaty. What is meant by the 
" right of deposit " ? 

e. With France, 1 796-1800. 

(i) Note the efifect of Jay's treaty. 

(2) X. Y. Z. affair. 

(a) Explain why so called. 

(/^) Explain the reason for the statement : 

" Millions for defense, but not one cent for 
tribute." 

See American History Survey, 202, 203 ; 
Hart's Source Book, No. 75. 
{c) Effect. 

Find out why the United States did not 
have war with France ? 

(3) What were the " French spoliation claims " ? 

8. Washington's Farewell Address, 1797. See Old South 
Leaflets, No. 4. 
Outline in notebook its chief points. 



Fedci'al Supremacy 89 

Alien and Sedition acts, 179S. 

a. Find out wliat they were. 

b. Is there proof that they were merely " party " 

measures ? 

c. Virginia and Kentucky Resolutions, 1798, 1799. 
(i) Who drafted them? 

(2) Read extracts in American History Survey, 109, 

1 10, or American History Leafiets, No. 15, 
and note (i) what theory of sovereignty is 
expressed, (2) what laws are unconstitutional, 
and (3) what remedy was proposed. 

(3) Effect. 

Note the immediate effect and then watch for 
the effect in later history. 
Constitutional amendments. 

a. Reasons for the first ten. Read them. 

b. Eleventh amendment. Read it and find out why 

passed. 
Indian policy of the United States. 

a. Indian treaties. Why should, or how could, the 

United States make such treaties ? Can the 
United States still make such treaties? Note 
the action of Congress in 187 1. 

b. Did we deal justly with the Indians ? 
Election of 1800. 

a. Trace the development of the two parties through- 
out the period 1789-1801. (live the attitude of 
each on all important questions. 

/'. Outline the principles of each party in this elec- 
tion. 

c. Sum up the reasons for the Federalist defeat. 

d. Why did the election fall upon the House of Repre- 

sentatives ? Find the constitutional provision for 
this, and note its terms. 



go Studies in United States History 

(i) Note in this connection tiie twelfth amendment, 

1804. 
(2) What method is now used ? Do you think it 
the best one ? 
e. Why is this election spoken of as a " revolution " ? 

13. Judiciary Act, 1801. Was this a wise measure ? 

14. Our country in 1800. 

a. Population, 
(i) Number. 

(2) Distribution. Note the progress of western 

settlement. 

(3) Why so little concentration of population in cities ? 

(4) Why does white population increase more rap- 

idly in free states ? 

(5) Compare with 1789. 

b. Industrial life. 

(i) Conditions of commerce. 

(2) Study to prove this : 

" The cotton industry, by fastening slavery on the 
cotton-growing states, also dominated tlie politics 
of the second third of the century." 

(3) Effect of the cotton gin. 

(4) Name occupations. Which most important ? 

c. Intellectual life. 

" The intellectual life of the people was at a stand- 
still." 
Can you verify this statement ? 

d. What relations can you trace between the American 

Revolution, 1 775-1 783, and the Revolution of 
1800? 

Summary and Review 

I. Show that this was a period of struggle between 
nationality and democracy. 



Federal Siipremacy 91 

2. Show that as yet the United States was not really 

independent. 

3. Describe the characters of Washington and Adams. 

4. Gather all the proof you can to show that there was 

a desire to have slavery cease. 

5. Name those most prominent in directing events, out- 

lining briefly the policy of each, and with what 
events connected. 

References. 

" Sources." 

Hart's Source Book, Nos. 71-76. 

American History Survey, loi-iio, 141, 202-204, 

221-226. 
Old South Leaflets, Nos. 4, 10, 76, 103. 
American History Leaflets, Nos. 4, 15. 
Preston's Documents, 251-295. 
MacDonald's Documents, 46-160. 

Channing, Chap. VH ; McLaughlin, Chap. XL 
Epochs, II, Chaps. VII, VIII ; Montgomery, 219-244. 
McMaster, 197-224 ; Gordy, 203-223. 
Sheldon, 21 1-2 15 ; Eggleston, 213-225. 
Walker, Chaps. V-VIII ; Andrews, I, index. 
McMaster's History of the People, I, 525-604, II, 

1-533 ; Hildreth, IV. 
Adams' United States, I, Chap. I ; Schouler, I. 
Higginson's Larger History, Chaps. XIII-XIV. 
Rhodes' United States from 1850, I, Chap. I (Slavery). 
Wilson's Slave Power, I, Chaps. V-VII. 
Greeley's American Conflict, I, Chap. VI (Slavery). 
Von Hoist's Constitutional History. 

Note. — For other references, consult indexes of liistories in 
lists on first few pages. 



92 Studies in United States Histoiy 

Biography. 

Lodge's Washington ; Lodge's Hamilton ; Morse's 
Jefferson ; Bolton's Famous Americans ; Morse's 
John Adams ; Sparks' Washington. 

Maps. 

Channing, 304, 312, 317, 321. 
McLaughlin, 231, 251. 
Montgomery, 231. 
Epochs, II, No. 4. 

Supplementary reading. 

Irving's Life of Washington. 

Holmes' Ode for Washington's Birthday. 

II. Period of Republican Supremacy, 1801-1825 

1. Character and policy of Jefferson. 

a. Study the past career of Jefferson. 
/'. Find quotations from his writings that will show his 
beliefs. Does his practice coincide? 

c. What did he mean by saying, "We are all Repub- 

licans ; we are all Federalists " .-' Did he carry 
out the idea ? 

d. What is the estimate of history upon his work ? 

Read Hart's Source Book, No. 77. Compare with 
present view. 

e. Summarize the main features of his policy. 

Work out as you study the administration. 

2. The Louisiana Purchase, 1803. 

We have lived long, but this is the noblest work of our 
whole lives. . . . From this day the United States take their 
place among the powers of the first rank. — Livingston. 



Republican Sitpreniacy 93 

a. Previous history of Louisiana. 

(i) To what did the name first apply ? Review dis- 
covery, exploration, and settlement by the 
French. 

(2) Review treaty of Paris, 1763. 

(3) Treaty of St. Ildefonso, 1800. 

Explain why Jefferson wrote at this time : 

" There is on the globe one single spot, the 
possessor of which is our natural and habitual 
enemy. . . . The day that France takes possession 
of New Orleans fixes the sentence which is to 
restrain her (France) forever within her low water 
mark. It seals the union of two nations, who, in 
conjunction, can maintain exclusive possession of 
the ocean. From that moment we must marry 
ourselves to the British fleet and nation." 

h. History of the purchase. 

Siti;gestio7i. — Study, if possible, from the " Sources." See 
American Territorial Development, Chap. IV, and Hart's 
Source Book, No. 78. 

(i) When did the movement to buy territory begin ? 
Why? 

(2) What did Jefferson first attempt to purchase ? 

Why? 

(3) Explain fully why the " right of deposit " at 

the mouth of the Mississippi was denied 
to us. 

(4) What arguments did Livingston use with 

Napoleon ? 

(5) Sum up all reasons why the United States 

wished to buy territory. 

(6) What apparently led Napoleon to sell ? 

(7) Did all French statesmen agree with him? 

Why ? 



94 Studies in Ufiited States History 

(8) How did the United States come to take all of 

Louisiana ? 

(9) Sum up all reasons that led France to sell. 
(10) What did the United States pay? 

c. What territory did we acquire ? 

(i) Read the treaty of cession. Is it clear? 

(2) Note Talleyrand's reply to Livingston, and 

Jefferson's claim. 

(3) What boundaries were hard to determine ? 

Find out in later history how disputes were 
settled. 

(4) Sum up the conclusions you have made from a 

study of topics (i), (2), and (3). 

d. Constitutional questions arising out of the pur- 

chase, 
(i) What was Jefferson's view? 

(2) Why did Federalists oppose the purchase? Note 

secession sentiments. 

(3) Sum up all questions. 

(4) Do these arguments affect any question of 

to-day ? 
€. Read Article III of the treaty of cession, 
(i) What was to be done with the territory? 

(2) What rights were the people to have ? 

(3) Do these provisions affect our present problems 

regarding territory ? « 

f. Effects of the purchase. 

Sum these up under the headings : Social, Eco- 
nomic, and Political Effects. 

g. On territorial map (i) show Louisiana with original 

boundaries ; (2 ) trace permanent boundaries when 
settled. 
h. Exploration. How stimulated by this acquisition? 
Trace the work of Pike, Lewis, and Clark. 



Republican Supremacy 95 

References on topic 2. 
" Sources." 

American Territorial Development, Chap. IV, 
American History Survey, 111-114. 
Hart's Source Book, Nos. 78, 80. 
Johnston's American Orations, I, 205-218. 
Hart's Contemporaries, HI, Chap. XVH. 
MacDonald's Documents, 160-165. 

Channing, 337-340; McLaughlin, 260-265, 269, 270. 

Epochs, n, 185-189 ; Montgomery, 247-252. 

McMaster, 218, 219, 274, 275; Sheldon, 215-220. 

Gordy, 228-233 ; Eggleston, 238-240. 

Walker, 177-184. 

McMaster's History of the People, H. 

Hildreth's History of United States, V. 

Schouler, H. 

Von Hoist's Constitutional History, I. 

Atlantic Monthly, LXXXIV, 549. 

Note. — Consult list of general references on this period. 

3. Foreign affairs, 1801-1817. 

a. Barbary wars, 1801-1806. 

Effect upon the future necessity for a navy. 

b. With France and England. 

(i) Trace out our relations with each to 1800. 

(2) Find out what grievances the United States 

had at this time. 

Read Hart's Source Book, Nos. 76, 79, and 

the extract from Madison in American 

History Survey, 204. 

(3) Jefferson's policy. 

{a) Non-importation. Compare this as to re- 
sults with non-importation in pre-Revolu- 
tionary days. 



96 Studies ill United States History 

(b) Embargo Act, 1807-1S09. 
(i') Its nature and purpose. 
(2') Was it enforced? 
(3') Was it constitutional ? 
(4') Did it accomplish its purpose ? 
(5') Note its. effect on the United States; 
on England ; on France. 
{c) Non-Intercourse Law, 1809. 
Was it any better ? 

(4) Erskine treaty with Great Britain. Its pur- 

pose. 

(5) Macon's Bill, No 2. Nature and effect of 

this. 
c. War of 1812 (1812-1815). 

(i) Why go to war with England and not France ? 

(2) Was this a " war for conquest " .'' 

Do you find anything that would give color 
to such a belief ? 

(3) Read Madison's message to Congress, 1812, 

and Henry Clay's speech of Jan. 8, 18 13. 
(<;) What causes for war do they state .-' 
{b) Can you verify these causes by facts ? 

(4) Who opposed this war, and why .-* 

(5) With which do you sympathize, the I'ederalists 

or Republicans .'' Can you explain Randolph's 
speech found in McLaughlin's History of the 
American Nation, 280 ? 

(6) Trace the events. 

{a) Find reasons for American success. 

{!>) Were the naval victories out of proportion 

to our strength } 
{c) Was the battle of New Orleans necessary ? 
(d) Why was the war fought so largely in 

Canada and on the sea .-' 



Republican Supremacy 97 

(7) Treaty of Ghent, 1815. 
(a) Its terms. 

(p) " It settled none of the questions in dispute." 
Why not .? 

(8) Was the war necessary ? If so, why .-* 

(9) General results. Trace as you study the future 

history. 

Refere7ices on topic 3. 
"Sources." 

Hart's Source Book, Nos. 79, 81, 82, 87, 
American History Survey, 204-208. 
Hart's Contemporaries, III, Chaps. XVIII, XIX. 
MacDonald's Documents, 176-192. 

Channing, 343-365 ; McLaughlin, 271-291. 
Epochs, II. See index. Montgomery, 256-281. 
McMaster, Chaps. XVI-XVIII ; Sheldon, 229-237; 

Gordy, 217-251. 
Eggleston, 225-230; Walker, 242-263. 

Note. — See references at close of this period, 1 801 -1825. 

4. Discontent in New England. 

a. Trace the course followed by Massachusetts from 

1800 to 1815. 
Was it creditable "i 

b. Explain the following : 

The sovereignty reserved to the states was reserved 
to protect the citizens from acts of violence by the United 
States. We spurn the idea that the sovereign state of 
Massachusetts is reduced to a mere municipal corpora- 
tion. When the national compact is violated, and the 
citizens of the state are oppressed by cruel and unau- 
thorized lav/, this legislature is bound to interpose its 
power and wrest from the oppressor its victim. — Com- 
mercial Report in Massachusetts Legislature. 



98 Studies in United States Histofy 

c. Hartford Convention, 1814-1815. 
(i) Purpose. 

(2) What amendments did it propose ? Show rea- 

sons for each. 

(3) Note its utterance regarding state rights. See 

American History Survey, 114. 

(4) Effect upon the federal party. 

d. What connection between this discontent and the 

War of 1812 ? 

5. Industrial conditions. 

a. What effect had the commercial disorders had on 

industrial life ? 

b. Give cause for the rapid growth of cotton manu- 

facture. 

c. Sum up all causes for the changes in industrial life. 

6. Tariff. 

a. Review tariff legislation from 1789 to 1816. 

b. Tariff of 18 16. 

(i) Why demanded and by whom ? 

(2) Note conditions that had given incidental pro- 

tection to home manufactures. 

(3) Character and purpose. 

Read Dallas' Report, partly quoted in Ameri- 
can History Survey, 227, 

(4) Was it intended that protection should be 

permanent t 

(5) Note the views of Webster, Clay, and Calhoun. 

Account for each. 

(6) Effect. 

7. Bank of 18 16. 

a. Give reasons for the renewal of the national 

system. 

b. Who favored this bank bill ? Who opposed } 

What does this prove ? 



Republican Supremacy 99 

c. Its constitutionality. 

See Supreme Court decision in case of McCuUoch 
vs. Maryland, 18 19. Quoted in part in Ameri- 
can History Survey, 105-108. 

8, Internal improvements. See American History Sur- 

vey, 233-243. 

a. What were Washington's views.'' 

b. Compare his views with Jefferson's. 

c. Why should the measures be opposed in Con- 

gress "i 

Why was the Bill of 18 17 passed .'' 

d. Madison's views. 

(i) Give reasons for his position. 
(2) Effect of his veto of Bill of 18 17. 

e. Find out what was done in Monroe's administration, 

1817-1825. 

Read Monroe's arguments in American History 
Survey, 241. 

9. Election of 1816. 

a. Why could Federalists carry only three states : 

Massachusetts, Connecticut, Delaware ? 
Compare with election of 1820. 

b. For what principles did the Republican party now 

stand? Compare with its position from 1789 to 
1800. 

c. Show that nationalism is now the generally accepted 

policy. 

References on topics 4-9. 

" Sources." 

Hart's Source Book, Nos. 87-89. 

American History Survey, 114, 224-227, 233-239. 

MacDonald's Documents, 198-213. 

American History Leaflets, No. 30. 

LefC. 



lOO Studies ill United States History 

Channing, 365-371 ; McLaughlin, 267-295. 

Epochs, II, 214-231 ; Montgomery, 279-281. 

McMaster, 246-257 ; Sheldon, 237-240. 

Gordy, 251-256 ; Walker, index. 

Burgess' The Middle Period, 1-18 ; Andrews, index. 

McMaster's History of the People, IV. 

Hildreth, VI. 

Schouler, II, III. 

Von Hoist's Constitutional History of the United 

States, I. 
Johnston's Politics. 
Lodge's Webster, index. 
10. Foreign relations (continued). See topic 3. 

a. With Great Britain, 18 15-18 18. 

(i) What questions were still unsettled.'' 
(2) Treaty of 18 18. 

(a) Note its provisions regarding fisheries, 
northern boundary, Mississippi River, 
and Oregon. 

Indicate on map boundary settlement. 
(J)) Why could no decision be reached on 
African slave trade ? 

b. With Spain, 1803-1819. 

American Territorial Development, Chap. V. 
(i) How did our interpretation of the rightful 
boundaries of Louisiana affect our relations 
with Spain ? 

What did Jefferson mean by "our just limits " .'' 
(2) West Florida. 

{a) Why did the United States desire to pur- 
chase this territory in 1802 ? 
{b) When and why was it definitely claimed by 
the United States ? 
What was the basis of our claim to xtt 



Republican Supremacy lOi 

(f) When and why opened for settlement ? 
(</) When was United States ownership settled ? 
(3) East Florida. 

{a) What connection is there between the West 
Florida question and our desire for East 
Florida ? 
(J)) Sum up all reasons why the United States 
desired it ? 
Did any object ? 
(f ) Why did Spain relinquish it ? 
(^) How much money was paid ? 
{e) Read the treaty of cession, 1819. 
(i') Who were the parties? 
(2') What did we get? 
(3') Trace on map the boundary of 18 19. 
(4') What territory did the United States 

give up ? 
(5') Did this treaty affect our claims to 

Oregon ? 
(6') How was the territory to be governed ? 
(/) What were Clay's views ? 
(^) Jefferson's views. Did he agree with 

Clay ? 
(/^) Add to the territorial map the new acquisi- 
tions. 
Show in some way the portion disputed. 

References on topic 10, <z, b. 

" Sources." 

Hart's Source Book, No. 87. 

Caldwell's American Territorial Development, 

Chap. V. 
Caldwell's American History Survey, 208-211. 
MacDonald's Documents, 213-219. 



I02 Studies in U)iitcd States History 

Channing, 374-378 ; McLaughlin, 302, 303 ; Epochs, 

II, 233, 234. 
Montgomery, 283, 284 ; Sheldon, 285-288. 
Gordy, 254; McMaster, 11 o, 151, 152, 261. 
Burgess, Chap. II and 313. 
Note. — See other references in the list at the close of the period. 

c. Monroe Doctrine. 

See American History Survey, 21 1-2 15, or for 

a more comprehensive study, American History 

Leaflets, No. 4. 

(i) Trace the relations of the United States with the 

South American countries from i8o8 to 1822. 

(2) Study the articles of agreement of the members 

of the Holy Alliance. 
{a) Their purpose. 
ijy) Principles asserted, 
(r) Why a menace to the United States ? 

(3) Russian aggressions. Why threatening? 

(4) Read Monroe's Messages of Dec. 2, 1823, and 

give the four leading principles he asserts as 
a policy for the United States. 

(5) Find evidences of the expression of this doc- 

trine in former speeches or writings. 

(6) Trace, as you study, the later expressions of 

this doctrine. Note Cleveland's Message, 
December, 1895, on the Venezuelan Question. 

(7) Shall we, and do we, still hold to it ? 

d. The Russian treaty of 1824. 

Effect of this on the claims to Oregon. 

References on topic 10, c. 

" Sources." 

American History Survey, 21 1-2 16. 
American History Leaflets, No. 4. 



Republican Supremacy 103 

MacDonald's Documents, 228-231. 
Hart's Contemporaries, III, Nos. 144-148. 

Channing, 377-381 ; McLaughlin, 307-309. 
Montgomery, 294, 295 ; Epochs, II, 243-245. 
McMaster, 264, 450, 474; Sheldon, 2S5 ; Gordy, 

254-256. 
Eggleston, 269, 270. 
Winsor, VII, Chap. VII. 
Schouler, III, 277-293. 
Oilman's Monroe, Chap. VII; Morse's Adams, 126- 

138. 
Foster's American Diplomacy. 

Note. — Consult indexes of other histories, and of magazines. 

I. Slavery, 1801-1825. 

a. Foreign slave trade. 

(i) Why did Congress prohibit the foreign slave 
trade in 1808 ? 

(2) Slave trade was made piracy in 1820. Why.? 

(3) Wnen did it cease ? 

b. Trace the effect of the cotton industry upon slavery 

and upon the feeling regarding it. 

c. How was the question of slavery decided in the new 

states admitted from 1801 to 1819 ? 

d. Gather all the arguments you can in favor of the 

extension of slavery. Do you find any against ? 

e. Show that by 1820 slavery was a sectional institu- 

tion. 

f. Contrast the feeling of 1775 and that of 1820. 

g. The Missouri affair, 1820-182 1. 

(i) Why had there not been dispute before in 
regard to admission of states ? 

(2) Trace the progress of settlement in the West. 
Did this make any difference.'' 



1 04 Studies in United States History 

(3) Why contest Missouri's admission ? Why was 

there such sharp division on the question? 

(4) The Missouri compromises. 
{a) Terms. Indicate on map. 

(/') Did Congress possess power to place con- 
ditions upon the admission of a state .'' 
(r) Was it within the power of Congress to 

banish slavery from the territory .' 
{d) Efifect. 

(i') Upon the South. 
(2') Upon the North. 
(3') Upon sectionalism. 
(4') Note Jefferson's and Adams' predic- 
tions, 1820, pp. 144 and 14S, in 
American History Survey. 
(^) Would war have been better than com- 



promise 



(5) Explain these two statements. 
{a) Von Hoist says : 

" At the last moment in the night between 
the 2nd and 3rd of March, i .S20, free labor and 
the principle of nationality yield to slavery 
and the principle of state sovereignty (two 
principles which) involved the weal and the 
woe of the republic, for from that night party 
history is made up without interruption on 
geographical lines." 

iU) Burgess says: 

" It certainly appears that the cause of free 
labor won a substantial triumph in the Missouri 
Compromise, and that, in place of a shameful 
surrender of freedom to slavery a mighty step 
forward in the progress of liberty was taken." 



Republican Sjiprcmacy 105 

(6) Did this settle the slavery question ? 

Note the following from the writings of 
Thomas Jefferson : 

" This momentous question, like a fire-bell in 
the night, awakened and filled me with terror. 
I considered it at once as the knell of the union. 
It is hushed indeed for a moment, but this is a 
reprieve only, not a final sentence. A geograph- 
ical line, coinciding with a marked principle, 
moral and political, once conceived and held up 
to the angry passions of men, will never be oblit- 
erated, and every new irritation will make it 
deeper and deeper." 

References. 

" Sources." 

Hart's Source Book, No. 91. 
American History Survey, 1 41-144, 148, 149. 
Hart's Contemporaries, HI, Nos. 135, 136. 
MacDonald's Documents, 219-226. 

Channing, 327, 32S, 372, 373, 381-385. 

McLaughlin, 297-307. 

Montgomery, 230, 249, 250, 285-291. 

Epochs, n. See index under "Slavery" and "Slave- 
Trade." 

McMaster, 274-277 ; Sheldon, index; Eggleston, 263- 
268. 

Walker, 184, 208-210. 

Burgess, Chap. HI (Slavery in United States before 
1820); Chap. IV (Missouri Question). 

Rhodes' United States from 1850, I, Chap. I. 

Wilson's Rise and Fall of the Slave Power. 

McMaster, IV, Chap. XXXIX. 



io6 Studies in United States History 

Schouler, III, 133-189; Greeley's American Conflict, 

I, Chaps. VII-IX. 
Draper's Civil War, I. 

Note. — Consult indexes of other histories. 

12. Economic conditions to 1824 (continued from topics 

5-7). 
a. Progress and effect of inventions (cotton gin, steam- 
boat, etc.). 
/'. Effect of the war. 
c. Tariff of 1824. 
(i) Reasons for. 

(2) Compare the feeling of 1824 and 18 16 regarding 
protection. 

13. Election of 1824. 

a. " It was rather a personal than a party contest." 

P^xplain how. 
/'. The congressional caucus. 

c. Why did the election go to the House of Repre- 

sentatives ? 

d. Account for Jackson's calling Clay the " Judas of 

the West," and for Randolph's saying, " It was 
a combination between the Puritan and the 
blackleg." 

Summary and Review 

1. Shpw that there was during this period a growth of 

" nationalism." 

2. What is meant by saying that " the American people 

came into existence " in this period ? 

3. Compare the United States in 1800 with the United 

States in 1824 as regards industrial and social 
conditions. 

4. Sum up all the results of the War of 1812. 



Republican Siipre^nacy 1 07 

5. Describe the character of Jefferson, Madison, and 

Monroe. 

6. Name others prominent in determining the course of 

events and state briefly the policy of each. 

References for the period from 1801 to 1824. 

" Sources." 

Hart's Source Book, Nos. 77-93- 

American History Survey, 111-114, 141-149, 204- 

214, 227-230, 233-242. 
American Territorial Development, Chaps. IV, V. 
American History Leaflets, Nos. 4-44. 
Old South Leaflets, Nos. 56, 104-106. 
MacDonald's Documents, 160-228. 
Caldwell's American Legislators. 

Charming, Chaps. VIH, IX. 
McLaughlin, Chaps. XII, XIII. 
Epochs, II, Chaps. IX-XII. 
Montgomery, 244-298. 
McMaster, Chaps. XVI-XXII. 

Walker, Chaps. IX-XIIl; Eggleston, Chap. XLVI. 
Burgess' The Middle Period, Chaps. I-VI. 
Schouler, II, Chap. V, etc.; Ill, 1-335. 
McMaster, Chaps. II-IV. 
Adams, I-IX. 
Hildreth, VI. 
Bryant, III, IV. 

Foster's A Century of American Diplomacy. 
Thorpe's History of the United States. 
American Statesmen Series, — Jefferson, Madison, 
Monroe, Clay, Gallatin. 

Maps. 

Consult text-books. 



I08 Studies in United States History 

Supplemefitary reading. 

Cable's Old Creole Days, etc. 

Hale's Man without a Country ; Philip Nolan's Friends. 

Paulding's The Diverting History of John Bull and 

Brother Jonathan. 
Eggleston's (George Gary) American War-Ballads and 

Lyrics. 
Irving's Astoria. Library American Literature, V, 105 

(The Constitution and the Guerriere). 
Whittier's Voices of Freedom. 

III. Period of Transition, 1825-1829 

1. Political parties. 

a. As you study, trace the formation of new parties. 

What questions cause these new divisions ? 

b. Who are the leaders ? 

c. State the principles of each. 

d. Compare National Republicans and Federalists. 

2. Discuss Jackson as a party leader. 

3. Foreign relations. 

a. Why did the United States lose the British West 

India trade ? 
/'. Panama Congress. 

Did it accomplish its purpose? 

4. Internal improvements. 

a. Effect and importance of the F.rie Canal. 

b. Compare action of Congress now and in former period. 

How account for the difference ? 

c. What is the effect of national aid for improvements ? 
it. What is the present policy of the government.? 

Note the ship subsidy movement. 

5. The railroad in America. 

a. The first railroads, 1825-1828. 



Period of Transition 1 09 

b. Show in what ways it affected the social, industrial, 

and political life of the people. 

c. Effect of railway building upon the question of 

national aid to internal improvements. 

6. Georgia and the Indians. 

a. What is the political significance of this affair "i 

b. What was the Indian policy of the government at 

this time ? 

Find out, if possible, how the Indians liked it. 

c. Which party had right and justice on its side ? 

7. The tariff of 1828. 

a. From a study of the passage of the bill, can you 

verify Taussig's statement, "The tariff of 1828 
was a political job " ? 

b. Did the South have a real grievance because of 

tariff ? 

c. Can you see any relation between slavery and the 

Southerner's views on tariff ? 

d. How could the West be benefited ? How the 

North ? 

e. Calhoun's exposition. 

What principles did it assert ? Were these new } 

f. Find quotations to show the attitude of the South. 

8. Election of 1828. 

a. It is spoken of as " the triumph of the people." 

Why t 

b. The West and its influence. 

c. Parties : their principles and candidates. Trace 

the genesis of each in the previous party organi- 
zations. 
What is meant by "Jacksonian Democracy " .'' 

d. What new political forces appear ? 

9. Sum up reasons why this is called a " period of tran- 

sition." 



1 1 Studies in Uiiited States History 

References. 

" Sources." 

American History Survey, 241, 242. 
MacDonald's Documents, 231-234. 

Channing, 390, 396, 402, 412. 

McLaughlin, 311-324. 

Epochs, II, 251-262; III, 2-25. 

Montgomery, 298-307. 

Burgess' Middle Period, 145-166. 

Schouler, III, 336-449. 

Bryant's History of the United States, IV, 283—292. 

McMaster's History of the People, V. 

Note. — Consult indexes of other references. 

IV. The Period of National Democracy, 182 9- 1845 

Suggestion. — Define all new terms used. 

1. Jackson, President from 1829 to 1837. 

a. Study his previous career. 

b. Character. 

Explain : 

"He was a man of the people." 

c. His policy of government. 

Explain this statement : 

*' The reign of Andrew Jackson was a period of 
strictly constitutional despotism." 

Gather material to prove this statement as you 
study. 

2. The Spoils System. 

a. Study these statements : 

Government is a trust, and the officers of the government 
are trustees. And both the trust and the trustees are created 
for the benefit of the people. Official incumbents are bound. 



National Democracy 1 1 1 

therefore, to administer tlie trust, not for their own private 
or individual benefit, but so as to promote the prosperity 
of the people. — Henry Clay. 

When they [the politicians] are contending for victory, 
they avow the intention of enjoying the fruits of it. If they 
are defeated, they expect to retire from office. If they are 
successful, they claim, as matter of right, the advantages of 
success. They see nothing wrong in the rule that to the 
victors belong the spoils of the enemy. — Senator Marcy. 

The duties of all public officers are, or at least admit of 
being made, so plain and simple that men of intelligence may 
readily qualify themselves for their performance; and I cannot 
but believe that more is lost by the long continuance of men 
in office than is generally to be gained by their experience. . . . 

In a country where offices are created solely for the 
benefit of the people no one man has any more intrinsic 
right to official station than another. . . . No individual 
wrong is, therefore, done by removal, since neither appoint- 
ment to nor continuance in office is matter of right. . . . 
He who is removed has the same means of obtaining a 
living that are enjoyed by the millions who never held 
office. — Jackson's First Annual Message. 

See Richardson's Messages and Papers of the 
Presidents, II, 442. 

b. Was this a new principle ? Proof. 

c. Is it still in vogue ? Study Civil-Service Reform. 

d. Its influence. 
Sectional divergence. 

a. Note the causes tending to sectional divergence. 

b. Public-land question, 1829-1830. 

(i) Show how this proves the fact of sectionalism. 
(2) Webster-Hayne debate, 1830. 

(a) State the leading views of each man. 

(^) What historical precedents could Hayne 
present .' 



112 Studies in United States History 

(r) As you study, verify this statement : 

"Webster and Hayne between them had 
stated the two ideas of the Constitution around 
which the history of the United States was to 
center for the next thirty years." 

(i ') What were the two ideas ? 
(2') Which finally predominated ? 
(//) Read, if possible, these speeches. 

See Johnston's American Orations, III, 
and American History Leaflets, No. 30. 

c. Nullification in South Carolina. 

(i) Study tariffs of 1828, 1830, and 1832. 

(a) Why did the South object .'' Was their griev- 
ance a real one .-' 
{b) Why did it choose state interposition as 
a remedy ? 

(2) What is nullification 1 Is it better or worse 

than secession ? Was it a new theory .-' 
What was the underlying cause of nulli- 
fication } 

(3) Calhoun's views. Did he change after 1816.'' 

(4) Jackson's policy and its results. 

(5) The Force Bill. Its nature and purpose. 

(6) Clay's compromise tarifif, 1833. 

{a) In what sense did this yield to the South 1 
(/>) Efifect upon the South. 

(7) Which came out ahead ? 

(8) Show that this is a proof of sectionalism. 

d. Gather other proof of sectionalism as you study. 

Refe fences on topic 3. 

" Sources." 

American History Leaflets, No. 30. 
Johnston's American Orations, III. 



National Democracy 1 1 3 

American History Survey, 228-231. 
Hart's Contemporaries, HI, Nos. 159-161. 
MacUonald's Documents, 239-255, 268-284. 
Channing, 393-395' 415-423; McLaughlin, 325- 

329- 
Montgomery, 305-307, 309-311, 314-316; Epochs, 

III, 39-62. 

Burgess, Chap. X. 

Financial affairs, 1829-1845. 

a. The bank question, 1828-1836. American History 

Leaflets, No, 24. 
(i) Review previous bank legislation. 

(2) Jackson's opposition. Reasons for and results, 

(3) Who was Jackson's opponent and the champion 

of the bank 1 State his views, 

(4) Election of 1832. 

{a) Note the effect of the question upon the 

election, 
{b) Note the effect of Jackson's reelection upon 

the Bank of the United States. 

(5) Effect of a national bank upon state banks. 

b. Removal of deposits, 1833. Jackson's pet banks. 

c. Surplus revenue. 

(i) Why was there a surplus ? 

(2) What was done with it .'' 

(3) Effect of its distribution to the states. 

(L Specie circular, 1836. What is meant by "rag 

money " ? " wild-cat money " ? " specie " } 
e. The panic of 1837, 

Study the period from 1829 to 1837 for causes. 
Sum these up. (Note especially the effect 
of a state bank system, the rapid expan- 
sion of industry, and speculation.) Was 
the government to blame "i 



1 1 4 Studies in United States History 

f. Independent treasury system. 

Trace its origin and final establishment. 

g. Renewal of bank question during Tyler's adminis- 

tration. 

Why was the bank not rechartered .'' 

Referetices on topic 4. 

" Sources." 

American History Leaflets, No. 24. 
Hart's Contemporaries, IH, No. 162. 
MacDonald's Documents, 259-261, 284-304. 

Channing, 428-438 ; McLaughlin, Chap. XIV. 
Montgomery, 319-324; Epochs, III, index. 
McMaster, 305-312. 

Burgess, Chaps. IX, XII ; Eggleston, Chap. XLV. 
Channing's The United States of America, 1 765-1865, 
219-223. 

Note. — Consult references at close of the period. 

5. Slavery, 1820-1840. 

Suggestion. — Review slavery to 1820. What was its legal 
standing in 182 1 ? 

a. Why was there so little discussion on slavery from 

1820 to 1830 .'' 

Read extracts from American History Survey, 
149-151. 

b. The abolition movement, 1830, etc. 

(i) When, how, and why did it originate ? 

(2) Read Hart's Source Book, No. 94, for an abo- 

lition argument. 

(3) Read Hart's Source Book, No. 95, for a south- 

ern defense of slavery. Compare the extracts, 
Nos. 94 and 95. 



National Democracy 1 1 5 

(4) How did abolitionism differ from the earlier 

movements against slavery ? 

(5) Trace the progress and character of the move- 

ment to 1840. 

(6) Garrison and Phillips. 

(a) In what ways are they connected with the 

movement ? 
ip) Read extracts from speeches found in brief 

in American History Survey, 156. 

(i') Was Garrison a secessionist? 

(2') Does Phillips agree with him ? 
(r) Read Hart's Source Book, No. 96, giving an 

account of an anti-abolitionist mob. 

(7) Northern and southern views of abolitionists. 

Why was abolition so unpopular in the North } 

(8) Slavery petitions. See American History Sur- 

vey, 153-15^- 
{(i) The "gag" laws. Were these constitu- 
tional ? 
(1^) Note the views of Adams, Buchanan, and 
Calhoun, 
(i ') Explain each. 
(2') Was Adams an abolitionist.-' 
(3') Has Calhoun stated the view regard- 
ing slavery generally held in the 
South 1 
(r) What blunder was made by the pro-slavery 
men in trying to prevent debate ? 

(9) Abolition literature. See American History 

Survey, 151, 152. 

{ii) Reasons for the requests of southern legis- 
latures demanding suppression of such 
literature. 

{b) Were the southern legislatures right .'' 



ii6 Studies in United States History 

(^) How were "incendiary documents" dealt 
with in the South ? Was this constitu- 
tional ? 
(r/) Jackson proposed a law to prohibit the circu- 
lation through the mails in the Southern 
States of " incendiary documents intended 
to instigate the slaves to insurrection." 
Would this have been constitutional ? 
{e) Could slavery and the freedom of the press 

coexist ? 
(/) Explain this statement : a bill was passed 
to prevent any postmaster from retaining 
unlawfully any marked letter or parcel 
" with intent to prevent the arrival and 
delivery of the same." 
(lo) Political abolition, 1840, etc. 

(a) Why did the abolitionists form a political 
party ? 

What was its platform .'' 
(p) Note the influence of this party in the elec- 
tions of 1840 and 1844. 
(<:) Read Salmon P. Chase's address found in 
Hart's Source Book, No. loi. 
(i') What did he mean by "raised anew 

the standard of the Declaration " ? 
(2') What do you think of the spirit of this 

address 'i 
(3') Who were the "martyrs of truth and 

freedom " 'i 
(4') Who were the "millionsof the oppressed 
and degraded free " "i 
(d) Did Garrison believe in political abolition ? 
c. Place in your notebook the heading, Influence of 
Slavery, and gather all material fitting. 



National Dcuiocracy 1 1 7 

References. 

" Sources." 

Hart's Source Book, Chap. XV. 
American History Survey, 148-156. 
Old South Leaflets, No. 78 (No. i of The Lib- 
erator). 
Hart's Contemporaries, HI, Chaps. XXVI-XXVHL 
American History Leaflets, No. 10. 

Channing, 423-427; McLaughlin, 342-347. 

Montgomery, index; Epochs, HI, index. 

McMaster, 312-315; Sheldon, 242-244; Gordy, 286- 

289. 
Eggleston, 272-277. 
Burgess, Chap. XL 

Rhodes' History of United States since 1850, I, 38-75. 
Greeley's American Conflict, I, Chaps. IX-XL 
Bryant's History, IV, Chap. XIV. 
Wilson's Rise and Fall of the Slave Power, I, Chaps. 

XIII-XXI, XXII, XXIX, XL. 
Schouler, IV, index; Johnston's Orations, II. 

Supplementary reading. 

Lowell's Ode to WilUam Lloyd Garrison. 
Whittier's Voices of Freedom. 
6, Admission of states (Michigan and Arkansas). 

a. Could Michigan have been a slave state .'' 

Reasons for your answer. 

b. Did the Missouri Compromise compel Arkansas to 

be a slave state ? 

c. Was the balance between slavery and freedom being 

kept .-• Could it be kept } 

Study to find out ( i ) the population of 1 840 and how 
distributed, and (2) the effect of immigration. 

d. Place on slavery map. 



Il8 Studies in United States History 

7. Foreign relations, 1829 -1844. 

a. With Great Britain. 

(i) The Canadian rebellion. 

(2) The Webster- Ashburton treaty, 1842. 

Note its provisions. Trace on territorial map 
the boundary of 1842. 

b. With France, — the " P'rench Spoliation Claims." 

c. The Chinese treaty, 1844. 

8. Home affairs from 1837 to 1844. 

a. Dorr's Rebellion in Rhode Island. Of what impor- 

tance .'' 

b. The patroon war, or anti-rent trouble in New York. 

Was the demand of the renters a just one ? 

c. Tariff of 1842 ; its character. Compare with the 

tariff of 1833. 

d. Indian wars. Follow the policy of the United States 

regarding the Indians up to this time, 1844. 

9. Inventions. 

Of what importance was each upon the social, indus- 
trial, and political conditions ? 
10. Our country in 1840 as regards (i) education ; (2) litera- 
ture ; (3) means of transportation ; (4) religion ; (5) 
social, industrial, and political conditions. 

Summary and Review 

1. Trace the history of political parties from 1829 to 

1844. 

Was the Whig party a successor of the Republi- 
can party of 1801-1825 ? Was the Democratic 
party? 

2. Take note of the new political methods of this period, 

" national nominating conventions," party " plat- 
forms," etc. 



National Democracy 1 19 

3. The slavery question takes on " a new and dangerous 

aspect." 

Verify this statement by citing facts regarding slavery. 

4. This was a " new era of material development." 

Verify. 

5. Make a summary of the instances when state sover- 

eignty is expressed. 

Is state sovereignty ever the weapon of the majority ? 

6. Describe the character of each of these : Jackson, Van 

Buren, Harrison, and Tyler. 

7. Webster, Clay, and Calhoun. 

Place each of these names as a heading in your note- 
book and summarize the position of each on the 
leading issues of this period. Compare their views. 

References for the period from 1829 to 1845. 

" Sources." 

Hart's Source Book, Nos. 94-101. 

American History Survey, 148-156, 228-232, 243, 

244. 
American History Leaflets, Nos. 4, 10, 24, 30. 
Old South Leaflets, Nos. 78-81, 106. 
Preston's Documents, 299. 
MacDonald's Documents, 231-335. 

Channing, Chap. X; McLaughlin, Chap. XIV. 
Epochs, III, 2-15, 1 17-132; Montgomery, 307-345. 
McMaster, Chap. XXIII; Sheldon, 241-251; Gordy, 

265-289. 
Eggleston, 277-281. 

Burgess' The Middle Period, Chaps. VIII-XII. 
Schouler's History of the United States, III, 451-529: 

IV, 1-359. 
Bryant and Gay's History. 
Higginson, 431-455. 



120 Studies in United States History 

Channing's The United States of America, 1765-1865, 

208. 
Wilson's Rise and Fall of the Slave Power, I, II. 
American Statesmen Series, — Jackson, Van Buren, 

Clay, Webster, Cass, John Quincy Adams. Consult 

indexes. 

Supplementary reading. 

Hale's Stories of Invention. 

V. The Period of " National Expansion " and the *' Extension of 
the Slave Area," 1845-1860 

Suggestions. — As you study note how slavery affects the 
question of expansion. Note the development of sectional- 
ism. Place in notebook as headings, Arguments for Expan- 
sion, Arguments against Expansion, and gather material as 
you study. 

1. Why was more slave territory wanted ? 

Connect what you have already studied regarding 
conditions in South and North with this topic. 
Had the federal ratio (Constitution, Art. I, Sec. 2, 
el. 3) been an advantage or disadvantage to the 
South ? Prove your answer. Efifect of foreign 
immigration on this question. 

2. Annexation of Texas, 1845. 

See Caldwell's American Territorial Development, 
Chap. VI. 

a. Was Texas a part of the Louisiana Purchase ? When 

did the United States relinquish it ? 

b. Trace the history of Texas from 18 19 to 1844. 

Extent of American population, and its influence. 

c. How did the question of the annexation of Texas 

affect the election of 1844 ? Note the party views. 
Why did the Democrats at this time put forward 



National Expansion 1 2 1 

the claim for " all of Oregon or none " ? What 
were Clay's views ? Reasons for the large vote 
of the Liberty party. 

d. Sum up arguments for annexation; against annexation. 

e. Was Webster an expansionist ? Was Calhoun ? 

f. Find out the method of annexation. 

Why was this chosen ? 

g. What restrictions were placed upon Texas if it came 

into the Union ? Why ? 
h. Did the annexation of Texas affect the Oregon 

question .-' See topic 4. 
/. Boundary dispute. What was Texas ? 
(i) Give Mexican claims. 

(2) Give Texas and United States claims. 

(3) How settled t Was the war a just one ? Was it 

waged for conquest ? Character and influ- 
ence of this war. 

(4) Trace the boundary of 1848. Place on map. 

j. Study to see why it may be said, " The admission of 
Texas is the beginning of the end of slavery 
extension." 

k. Do you find any evidence of secession 1 

References on topics i and 2. 

" Sources." 

Hart's Source Book, Nos. 102, 104, 105. 

American History Survey, 157. 

Hart's Contemporaries, HI, Clhap. XXIX ; IV, 

Chap. II. 
MacDonald's Documents, 343-355. 
Caldwell's American Territorial Development, 

Chap. VI. 

Channing, 443-45 ^ ; McLaughlin, 359-372- 
Montgomery, 340-362 ; Epochs, III, 141-152. 



122 Studies in United States His toy 

McMaster, 320-328 ; Sheldon, 261-280; Gordy, 290-296. 
Eggleston, 282-295. 

Burgess' The Middle Period, Chaps. XIII, XV-XVI. 
Bryant, IV; Schouler, IV, V, 1-128. 
3. California and New Mexico. The Mexican cession, 1848. 
See Caldwell's American Territorial Development, 
Chap. VII. 

a. Study the treaty of Guadalupe Hidalgo, 1848. 

(i) Trace the boundary of 1848 between the United 

States and Mexico. 
(2) What was to be done with the inhabitants .? 

Compare with the treaty of 1803. 

b. Webster's and Calhoun's views on territorial expan- 

sion. 

Compare them. Note views of other statesmen. 

c. Slavery. 

(i) Wilmot Proviso, 1846. What does this indicate 
in regard to the future struggle ? 

(2) Debates over the nature of the power of gov- 

ernment in the territories. See American 
Territorial Development, 182-190; American 
History Survey, 157-160. 
(a) Can the Southerner take his slaves into the 
territories ? Note Calhoun's and Web- 
ster's views. Note views of others. 
(p) Was the division of opinion purely between 
northern and southern men 'i 

(3) Free-Soil party, 1848. 
(a) What gave rise to it ? 
(J>) Give its platform. 

(i') Was this new doctrine? 
(2') Was it an abolition party ? 
(3') Why do they speak of the "sectional 
platform of slavery " .' 



National Expansion 1 2 3 

(4) If a southern man, how would you have voted 
in 1848 ? 
d. Organization of the territory. 
(i) Outline Taylor's policy. 

(2) Effect of the discovery of gold. 

(3) Did the people of California desire slavery or 

freedom ? Why ? 

References on topic 3. 

" Sources." 

Caldwell's American History Survey, 157-160. 
Caldwell's American Territorial Development, Chap. 

VII. 
Hart's Contemporaries, IV, Nos. 15-18. 
MacDonald's Documents, 365-373. 

Channing, 447, 448, 453-459 i McLaughlin, 359-378. 
Montgomery, 340-362 ; Epochs, III, 150-160. 
McMaster, 328-338; Sheldon, 261-280; Gordy, 290- 

296. 
Eggleston, 295-300. 

Burgess' The Middle Period, Chaps. XVI, XVII. 
Bryant and Gay, IV. 

Schouler, V ; Greeley's American Conflict, I. 
American Statesmen Series, — Webster, Clay, Calhoun. 
4. Oregon. 

a. To what does the term first apply ? 

b. What nations had claims to it ? Basis for each. 

c. When and how did Spain relinquish her claims ? 

d. Study the treaties of 18 18 and 1827 with Great 

Britain, 
(i) Find out why these were necessary. 

(2) What was meant by "joint occupancy "? 

(3) How did these affect the Oregon question ? 

e. Russian treaty of 1824. How did this affect Oregon ? 



124 Studies in United States History 

f. Treaty with England, 1846. 

(i) Meaning of "54 40 or fight," the Democratic 
campaign cry of 1844. 

(2) What was the trouble between the United States 

and England ? 

(3) Trace the boundary of 1846. Locate on map. 

(4) Why was a compromise made ? Give several 

reasons. 

g. To what did "Oregon" apply in 1819? in 1824? 

in 1846 ? in 1859 ? 
h. What provision was made regarding slavery ? Why } 
5. Admission of states, 1844-1848. 

a. Was the balance kept ? 

b. Place on map showing whether slave or free. 

References on topics 4 and 5. 

" Sources." 

Hart's Source Book, Nos. 80, 103. 

Caldwell's American Territorial Development, VIII, 

190-199. 
MacDonald's Documents, 355-358. 

Channing, 449-451 ; McLaughlin, 360, 361. 
Montgomery, 345-348 ; Sheldon, 256, 261. 
McMaster, 322-325; Epochs, III, 146-148, 156, 157. 
Eggleston, 294-300; Burgess' The Middle Period, 

index. 
Roosevelt's Winning of the West. 
Schouler, IV, 504-513. 

Supplementary reading. 

Irving's Astoria ; Captain Bonneville. 
Parkman's Oregon Trait 

Note. — See other references at close of the period. 



Natiojial Expansion 1 2 5 

6. The Walker tariff, 1846. 

a. Note the character of this tariff measure. 

b. Account for the return to the free trade principle. 

c. Compare it with the tariff of 1842. 

d. Was the commercial and industrial prosperity from 

1846 to 1857 due to this tariff? Note different 
views on this. 

7. Problems of 1849-1850. 

a. State each fully, giving reason for each. 

b. Compromise measures, 1850. 

(i) Trace the forming of these in Congress. 

(2) State the terms of the final bills. 

(3) Study the speeches of Clay, Webster, Calhoun, 

Douglas, and Seward. Brief extracts may 
be found in the American History Survey, 
160-162. Analyze each. 

(4) Why was Clay anxious for compromise ? 

(5) Why did Webster's "7th of March" speech 

cause him to lose leadership ? 
Read Whittier's poem, Ichabod. 

(6) Was the Fugitive Slave Law of 1850 a real 

necessity to the South ? Was it a benefit to 

the South ? 

Read Hart's Source Book, No. 107. 

(7) What were " personal liberty bills " ? 

(8) Did the compromise measures of 1850 extend 

the slave area .'' 

(9) What new principle regarding the organization 

of territories do they introduce ? 

(10) What was their effect upon political parties and 

the campaign of 1852 ? 

(11) How was the platform of the Free-Soil party 

opposed to these measures ? 

(12) Did they prove to be "peace " measures.'' 



126 Studies iti United States History 

(13) Note secession sentiments. 

(14) Show on map California and tlie territories, 

Utah and New Mexico, with status of slavery. 

8. Deaths of Webster, Clay, Calhoun. 

Effect upon political conditions. 

9. Gadsden Purchase, 1853. 

Its effect upon slave question. 
10. Ostend Manifesto: "The Union can never enjoy 
repose nor possess reliable security as long as Cuba 
is not embraced within its boundaries." 

a. Explain fully the occasion for this, and its meaning. 

b. Compare with our present relations to Cuba. 

c. Was the desire for Cuba limited to the South ? 

Refere7ices on topics 6-10. 

" Sources." 

Hart's Source Book, Nos. 106, 107. 
American History Survey, 160-163. 
Hart's Contemporaries, IV, Nos. 18-22, 29-33. 
American History Leaflets, No. 30. 
MacDonald's Documents, 378-389. 
Caldwell's American Legislators. 

Channing, 451-463; McLaughlin, 375-382, 405 (Ostend 

Manifesto). 
Montgomery, 362-368 ; Epochs, III, 162-17S. 
Gordy, 296-300; McMaster, 338-345; Sheldon, 276- 

299. 
Eggleston, 299, 300 ; Burgess' The Middle Period, 

Chaps. XVII, XVIII. 
Rhodes' History of the United States from 1850, I, 

Chaps. II-III, VI. 
Taussig's History of Tariff, index. 

Note. — Other references at close of the period 1844-1860. 



National Expansion 127 

II. Kansas-Nebraska Bill, 1854. 

a. Reasons for this bill. 

b. Was it constitutional ? 

c. Why does Douglas say that the slavery restriction 

in the Missouri Compromise was " superseded by 
the principles of the legislature of 1850 " ? 

d. State fully Douglas' views on slavery and slavery 

extension. 

e. What did the bill mean ? 

(i) Did Southerners agree with its northern advo- 
cates as to the meaning ? What is popular 
sovereignty ? 
(2) Read Hart's Source Book, No. 108, and Amer- 
ican History Leaflets, No. 17. 
f. Results. 

(i) Read an account of the Kansas struggle, 1855- 
1861. 
(a) Which side acted in the most unlawful 

manner 1 Proof. 
{b) Read Hart's Source Book, No. 109. 

(2) Political reorganization. 

(a) Rise of the Republican party. 

(i') Of what elements was this party com- 
posed .'' 

(2') Its platform. Compare with Free-Soil 
party on slavery. Is it an abolition 
party ? Does it express adherence 
to national sovereignty or to state 
sovereignty 'i 

(b) Know^-Nothing party. How account for its 

great success in the elections of 1854.'' 
{f) How was the Democratic party affected.'' 

(3) Struggle in Congress. Note the assault upon 

Sumner. 



128 Studies in United States History 

(4) Explain : " The history of the Civil War begins 

with the Kansas-Nebraska bill." 

(5) Did it repeal the Missouri Compromise? 

(6) Did it extend the slave area ? 

g. Place on the map the territories Kansas and 
Nebraska, and show status of slavery therein in 
accordance with this bill. 

References on topic 11. 
" Sources." 

Hart's Source Book, Nos. 108, 109. 

American History Survey, 163-167. 

Hart's Contemporaries, IV, Chap. VI. 

American History Leaflets, No. 17. 

MacDonald's Documents, 395-403, 413-416. 

Old South Leaflets, No. 83 (Crime against Kansas). 

Channing, 464-474; McLaughlin, 385-396. 
Montgomery, 368-380; Epochs, III, 178-189. 
Gordy, 300-306 ; McMaster, 346-355 ; Sheldon, 299- 

304- 
Eggleston, 301, 302 ; Burgess, Chaps. XIX, XX, XXII. 
Rhodes' History of United States, Chaps. IV-IX. 
Wilson's Rise and Fall of the Slave Power, index. 
Greeley's American Conflict, I. 
Bryant's History, IV, 405-409. 
Blaine's Twenty Years in Congress. 
Davis' Confederate Government, I, index. 
Pollard's Lost Cause, index. 
Schouler, V, Chap. XXI, etc. 
Cooper's History of Political Parties. 
Hopkins' History of Political Parties. 
12. Election of 1856. 

a. Parties and their leaders. 

b. State the principles of each party. 



National lixpaiisioji 129 

r. What was the significance of the comparatively large 

Republican vote ? 
d. ,Was the Democratic party united in this election ? 

13. The Dred Scott case, 1857. 

a. Make a statement of facts upon which Scott claimed 

freedom. 

b. Questions before the Supreme Court. 

c. Did the court have jurisdiction in the case.'' 

d. State the decision of the court, 
(i) What did it mean .'' 

(2) Did it open the states to slavery? 

(3) Did it help or hinder the anti-slavery cause ? 

Give reasons for your answer. 

(4) Compare it with Calhoun's doctrine. 

e. Read Hart's Source Book, No. no, for the opinion 

of Justice McLean, one of the dissenting judges 
on this case. For a fuller treatment of the case, 
see American History Leaflets, No. 23. 
f. Show on map for slavery how this decision affected the 
status of slavery in the territories then organized. 

14. Lincoln-Douglas debates, 1858. 

a. What was the occasion for these ? 

b. State the arguments of each. 

c. What was Lincoln's view of the negro ? 

What Douglas' .'' How do they differ } Short 
extracts may be found in the American History 
Survey, 168. 

15. Find in contemporary speeches or writings statements 

which show the sentiment on slavery in both North 
and South, 1850-1860. 

Note Lincoln's " House divided " speech, Seward's 
" irrepressible conflict " speech, etc. 

a. Why did Southerners believe slavery right .'' 

b. Was the North united in sentiment ? 



130 Studies in United States History 

References on topics 12-15. 
" Sources." 

Hart's Source Book, Nos. no, in. 
American History Survey, 163-169. 
Hart's Contemporaries, IV, Nos. 41-45. 
American History Leaflets, No. 23. 
Old South Leatiets, No. 85. 
MacDonald's Documents, 416-435. 

Channing, 474-476 ; McLaughlin, 396-403. 
Montgomery, 3S0 390 ; Epochs, HI, 189-202. 
McMaster, 355-359; Sheldon, 295, 308; Gordy, 306- 

312. 
Eggleston, 302-306 ; Burgess, Chap. XXL 
Rhodes' History of United States from 1850, Chaps. 

vni-x. 

Note. — Consult references in list at the close of the period. 

16. John Brown's raid, 1859. 

a. Purpose and effect. 

b. How would you account for the differing opinions .'' — 

He was a religious fanatic. — A Virginian. 

It was the act of lawless ruffians. — Senate Report. 

It presses on the irrepressible conflict. — Greeley. 

Actually, — twenty-two men have been found ready 
to die for an idea. — Wendell Phillips. 

This will be a great day in our history ; the date of a 
new revolution, cjuite as much needed as the old one. 

Longfellow. 

c. How did John Brown justify himself for "fighting 

for his country " 1 Read Hart's Source Book, 
No. 112. 
({. How do historians now view this incident ? 



National Expansio7i r 3 1 

17. Uncle Tom's Cabin, 1852, and Helper's Impending 

Crisis, 1857. 

a. Purpose and influence of these books. 

b. Was Uncle Tom's Cabin true to life ? 

c. " Seven out of eighteen voters in the South were 

non-slaveholding whites." Had they been able 
to read and understand the arguments of Hel- 
per's Impending Crisis, what would have been 
the effect t 

18. Financial policy, 1857-1860. 

a. Tariff of 1857. Character. 

b. Panic of 1857. 
(i) Cause. 

(2) Compare with panic of 1837 as to causes. 

19. Admission of states, 1 849-1 860. 
a. Was the balance kept .'' 

/'. Did the Dred Scott decision open Oregon and Minne- 
sota to slavery .-• 

20. Condition of the United States in i860. 

a. Population, 
(i) Character. 

(2) Distribution. Compare North and South. 

(3) Effect of foreign immigration. 

(4) Why did slavery limit population ? 

b. Industrial life. 

(i) Why so few manufactories in the South ? 

(2) Note the effect of inventions of labor-saving 

machinery. 

(3) Cotton. Effect of its culture. 

(4) Which was the more expensive, slave labor or 

free labor 1 Show reasons for your answer. 

(5) Commerce. Note its extent And value. 

(6) To what extent did the North depend upon the 

South ? the South upon the North } 



132 Studies i)i United States I listoiy 

c. Intellectual life. 

(i) Schools, literature, newspapers. Compare North 

and South. 
(2) Was there an interchange of thought between 

North and South.'' Did the two sections 

understand each other .'' 

d. Transportation. 

Trace the progress of railway building and steam 
transportation. 

e. Social life. 

Compare the different sections, — North, South, 
and West. 

f. Slavery. 

(i) In what states was it legally established.-' 

(2) What territories were open to slavery .■" 

(3) Had legislation favored or opposed slavery .'' 

Give proof for your answer by citing laws. 

g. Political theories. 

Was the theory of state sovereignty confined to 
the South .? Note the action of the Wisconsin 
legislature, 1859. See American History Sur- 
vey, 115,1 16. 

References on topics 16-20. 
" Sources." 

Hart's Source Book, Nos. 112, 113. 
American History Survey, 163-169. 
Hart's Contemporaries, IV, Nos. 46-48. 
American History Leaflets, No. 26. 
Old South Leaflets, Nos. 82, 84. 

Channing, 476-478 ; McLaughlin, 404-409. 
Montgomery, 390-393; Epochs, HI, 203-210, 212- 



McMaster, 359-377 ; Sheldon, 308; Gordy, 312-319. 



Natioial Expansion 133 

Eggleston, 304-306 ; Burgess' Civil War and Recon- 
struction. 

Rhodes' History of the United States from 1850, 
Chaps. X-XI. 

Note. — Other references at close of the period. Consult 
indexes. 

Supplementary reading. 

Mrs. Stowe's Uncle Tom's Cabin ; Dred. 
Helper's Impending Crisis. 

Summary and Review 

1. Political parties, 1844-1860. 

a. Trace their development from 1844 to i860. 

/;. What was meant by "Conscience Whigs"? by 

"Cotton Whigs"? by "Anti-Nebraska men"? 

by "Barn-burners"? 

2. Sectionalism. 

Place in your notebook a summary of facts which 
prove its growth. 

3. Expansion. 

Make a list of all territory acquired by the United 
States from 1803 to i860, giving date and manner 
of each acquisition. 

4. Describe the character of the Presidents from 1845 to 

i860. 

5. Webster, Clay, and Calhoun. 

Continue the summary begun under the previous 
period, 1829-1845, adding a summary of the 
position of each on the leading issues of this 
period to 1852. 

6. Make a list of the new men who appear after 1850, 

and sum up briefly the position of each on the 
leading issues from 1850 to i860. 



134 Studies in United States History 

References on this period, 1 845-1 860. 
" Sources." 

Hart's Source Book, Chaps. XVI, XVII. 

American History Survey, 156-168, 232. 

American Territorial Development, Chaps. VI-V I II. 

American History Leaflets, Nos. 17, 23. 

Old South Leaflets, Nos. 82-85. 

MacDonald's Documents, 343-435. 

Hart's Contemporaries, III, Chaps. XXVIII, 
XXIX; IV, Chaps. II-VII. 
Channing, Chap. XI and 481-493. 
McLaughlin, Chap. XV. 
Epochs, III, 141-204. 
Montgomery, 339-399. 
Burgess' Middle Period and Civil War. 
Bryant and Gay's History, IV. 

Rhodes' History of the United States from 1S50, I, II. 
Greeley's American Conflict, I, II. 
Blaine's Twenty Years in Congress. 
Andrews' History of United States, II. 
Winsor's Narrative and Critical History, VII. 
Wilson's Rise and Fall of the Slave Power, I, II. 
Schouler, V; Stephens' War between the States. 
Lalor's Cyclopedia of Political Science. 
Von Hoist's History of United States(ConstitutionalJ,III. 
Davis' Confederate Government. 
Note. — Consult other histories in general list on pages 1-5. 

Biography. 

American Statesmen Series, — Clay, Webster, Calhoun, 
etc. 
Supplementary reading. 

Churchill's The Crisis. 

Irving's Astoria; Captain Bonneville, 



Secession and Civil War \^' 

VVhittier's Angels of Buena Vista. 

Century Magazine, November, December, 1890 (Cali- 
fornia Life). 
Lowell's Present Crisis, The Biglow Papers. 
Stowe's Uncle Tom's Cabin; Dred. 
Longfellow's and Whittier's slavery poems. 

VI. The Period of Secession and Civil War, 1860-1865 

Suggestions. — Secure an outline map of the United States 
upon which the campaigns of the Civil War may be traced. 
Different colors may be used to indicate Union and Con- 
federate successes. 

Attention should be given in the study of the war to the 
theater of the campaigns, the effect of topography upon results, 
the character of the generals, the comparative strength of the 
combatants, and the character of the people in each section. 

Study, if possible, from both northern and southern 
authorities. 

I. Election of i860. 

a. Parties and their leaders. 

b. Principles of each party. 

Note these statements from the platforms of the 
various parties. 
Republican. 

" The maintenance inviolate of the rights of the 
States, and especially the right of each state to 
order and control its own domestic institutions 
according to its own judgment exclusivel}', is essen- 
tial to that balance of powers on which the perfec- 
tion of our political fabric depends. . . . 

" The new dogma, that the Constitution of its own 
force carries slavery into any or all of the Territories of 
the United States, is a dangerous political heresy, . . . 



I }6 Studies ill United States History 

" The normal condition of all the territory is that 
of freedom ; . . . and we deny the authority of 
Congress, of a Territorial legislature, or of any 
individuals, to give legal existence to slavery in any 
Territory of the United States." 

Democratic (northern). 

" The Democratic party will abide by the decisions 
of the Supreme Court on the question of constitu- 
tional law. 

The enactments of state legislatures to defeat the 
faithful execution of the Fugitive Slave law are 
hostile in character, subversive of the Constitution, 
and revolutionary in their effect. . . . 

" During the existence of the territorial govern- 
ments, the measure of restriction, whatever it may 
be, imposed by the Federal Constitution on the 
power of the Territorial legislature over the subject 
of domestic relations, as the same has been, or 
shall hereafter be finally determined by the Supreme 
Court of the United States, shall be respected by 
all good citizens, and enforced with promptness and 
fidelity by every branch of the General Government." 

Democratic (southern). 

" The government of a Territory, organized by 
an act of Congress, is provisional and temporary ; 
and, during its existence, all citizens of the United 
States have an equal right to settle, with their prop- 
erty, in the Territory, without their rights, either of 
person or property, being destroyed or impaired by 
Congressional or territorial legislation. 

"When the settlers in a Territory form a State 
Constitution . . . the right of sovereignty commences, 



Secession and Civil War 137 

and being consummated by admission into tlie 
Union, they stand on an equal footing with the 
people of other states, and the state thus organized 
ought to be admitted into the Federal Union, 
whether its constitution prohibits or recognizes the 
institution of slavery." 

Constitutional Utiion. 

" It is both the part of patriotism and duty to 
recognize no political principles other than the Con- 
stitution . . . , the Union . . . , and the enforce- 
ment of the Laws." 

Account for the split in the Democratic party. 

Was there any really national party at this 
time ? 
Results, 
(i) Notice what states each party carried. 

What does this signify ? 
(2) Effect on secession. 

{a) Can you see any reason why the election 
of Lincoln should be the occasion for 
the secession movement ? 
{In) Find what you can regarding the policy of 
Alex. H. Stephens (Georgia) at this time. 
Note these words of his : 

" The election of no man, constitutionally 
chosen to the presidency, is sufficient cause 
for any state to separate from the union. 
Let the fanatics of the North break the 
Constitution — let not the South, let not us, 
be the ones to commit the aggression." 

(<-) What states seceded in 1S60-1S61, before 
Lincoln's inauguration .-' 



138 Studies in United States History 

2. Secession. 

Suggestion. — Study, if possible, from the ordinances of 
secession. See American History Leaflets, No. 12, or 
American History Survey, Chap. VI H. 

a. Buchanan's views. See his message, Dec. 3, i860, 

quoted in American History Survey, 176-178. 
(i) Does he believe in the right of secession } 

(2) Does he believe that secession can be pro- 

hibited .? 

(3) What do you think of the remedy he proposed ? 

(4) What did he think of the Personal Liberty Laws 1 

b. Crittenden Compromise (i860) and others. 

(1) Do the terms seem reasonable .'' 

(2) Why were the plans rejected } 

c. Ordinances of secession, 1 860-1 861. 

(i) Study the ordinance of South Carolina. 

{a) By whom passed .'' Was this the unanimous 

wish of the people of South Carolina ? 
{F) What relation has this act to that of 1788 ? 
{e) Upon what theory of the Constitution is 
secession based ? 

(2) Make a list of the states seceding, giving date 

of each ordinance. 

Why did the last four not secede at first .'' 

(3) Read the ordinances. Do any of the states 

submit the ordinance to the people .'' 

d. Causes for secession. See American History Leaflets, 

No. 12, pp. 3-9. 
(i) Sum these up in your notebook. 
(2) Study South Carolina's declaration of causes. 
{a) What did South Carolina mean by " frequent 

violations of the Constitution " ? 
(Ji) What historical precedents does South Caro- 
lina brinji forward ? 



Secession and Civil liar 139 

(e) What three fundamental principles of gov- 
ernment are asserted ? 

(//) Explain the reference made in this state- 
ment : 

" We assert, that fourteen of the states have 
deliberately refused for years past to fulfill their 
constitutional obligations and we refer to their 
own Statutes for the proof." 

(e) Note the charges brought against the non- 
slaveholding states, " destructive of the 
ends for which government was instituted." 

(_/) Explain : 

"A geographical line has been drawn across 
the Union," etc. 

(g) Had the Republican party announced that 
" the South shall be excluded from the 
common territory " } 
(Ji) Does this pamphlet have the tone of 
earnestness .'' 
e. Upon the basis of a strict construction of the Con- 
stitution did the South demand more than it was 
justified in doing .? Your reasons. 
/. Was secession a blunder ? 

g. Lincoln's views. See American History Survey, 182, 
183. 

Read in full his Inaugural Address, Old South 
Leaflets, No. 11, and American History Leaf- 
lets, No. 18. 
(i) Does he believe secession possible under the 
Constitution ? 

(2) How does he regard the South ? Note his various 

speeches, American History Leaflets, No. 26. 

(3) How did he define coercion .'' 



140 Sfikdii's in United States History 

h. Gather other views from contemporaries. 

/. How did the Southern States justify taking possession 

of Federal forts within their limits ? 
j. Show on slavery map the states that seceded. 

I^ ef ere f ices on topics i and 2. 
" Sources." 

American History Survey, Chap. VIII. 

American History Leaflets, Nos. 12, iS, 26. 

Old South Leaflets, No. 11. 

MacDonald's Documents, Nos. 93, 94. 

Johnston's American Orations, III, IV. 

Preston's Documents, 304-313. 

Hart's Contemporaries, IV', Chaps. VIII-XI. 

Channing, 493-504 ; McLaughlin, 409-416 ; Mont- 
gomery, 391-399. 

Epochs, III, 204-216; Burgess' Civil War and Recon- 
struction, I, Chaps. I-VI. 

Gordy, 316-318; Sheldon, 314-321; McMaster, 378- 
382. 

Eggleston, Chap. L; Andrews,- II, index. 

Johnston's History of American Politics. 

Goldwin Smith's History of United States. 

Greeley's American Conflict; Comtede Paris' Civil War, I. 

Ropes' Story of the Civil War, I. 

Dodge's Bird's Eye View of Civil War. 

Stephens' War between the States, I. 

Pollard's Lost Cause ; Johnson's War of Secession. 

Rhodes' History of the United States from 1S50, II, III. 

Blaine's Twenty Years in Congress, I. 

Schouler's United States History, V; Bryant, IV. 

Wilson's Rise and Fall of the Slave Power, III ; Davis' 
Confederate Government, IV ; Lowell's Political 
Essays ; Biographies of Lincoln, etc. 



Secession anil Civil War 141 

3. Southern political action, 1 860-1 861. 

a. Organization of the Confederate States of America, 
(i) Character of the government. 

(2) Who was President.'' Who Vice President ? 

(3) Compare with the Constitution of the United 

States. 

4. Fort Sumter. See American History Survey, 183-185 ; 

Hart's Source Book, No. 114. 

a. Why was there any question about provisioning Fort 

Sumter ? Note the different opinions expressed. 

b. Read the letter from Brigadier-General Beauregard 

to Major Anderson. Of what importance was it ? 

c. Effect of the firing on Fort Sumter, April 12, 186 1. 
(i) Lincoln's proclamation, April 15, 1861. 

Read it, noting the cause stated, number of 
troops called for, and other provisions rela- 
tive to the situation. See American History 
Leaflets, No. 12, and Hart's Source Book, 
No. 115. 

(2) Its effect on the North ; on the South. 

(3) What is the issue now between North and South ? 

(4) Secession of Virginia, Arkansas, Tennessee, and 

North Carolina. 

(5) Note the action of the Border States. 

(6) Extra session of Congress, July 4, 1861. Why? 

(7) Did war exist before this .'' 

References on topics 3 and 4. 

"Sources." 

Hart's Source Book, No. 114. *^ 
American History Survey, 183-185. 
MacDonald's Documents, 446 (Constitution of the 

Confederate States). ^ 

American History Leaflets, Nos. 18, 26/*''^ 



142 Studies in United States History 

Channing, 507-512 ; McLaughlin, 412-419. 
Montgomery, 394-403; Epochs, III, 218-219. 
McMaster, 378-3S4; Gord}', 316-324; Sheldon, 323-325. 
Greeley's American Conflict, I. 
Ropes' Story of the Civil War. 

See indexes of histories mentioned in references for 
topics I and 2, or for topic 5, below. 
5. The war period, 1861-1865. 

a. Causes of the Civil War. 

Suggestions. — Review carefully the social, economic, and 
constitutional development of the nation. Review the note- 
book work on state sovereignty and the national theory. 
Review slavery, especially as to its influence. 

Sum up all causes in notebook. 

b. The North and the South in 1861. Compare in 

regard to 
(i) Sentiment. 

(2) Military strength. 

(3) Resources. 

Suggestion. — Study both northern and southern authorities, 
if possible, for material on these topics, and also for the war. 

c. Theater of the war. 

(i) Why was the war fought mainly on southern soil .■* 

(2) Study the geography of the field of war. Note 

as you proceed how this afifects the situation. 

(3) State clearly and trace out on the map the 

southern position in its first line of defense. 

(4) The Union position at the beginning. 

d. 'I'he blockade. 

(i) The ports, April 19, 1861. Object and results. 
(2) Lincoln's proclamation, Aug. 16, 1861. Its 

importance. See American History Leaflets, 

No. 12, p. 21. 



Secession and Civil War 143 

(3) Trace the progress, 1S61-1865. 

(4) Effect. 

(ci) The South. 
(/') England. 
e. Battle of Bull Run, July, 1861. 

The political hostilities of a generation were now face 
to face with weapons instead of words. 

General Beauregard. 

(i) Reasons for the battle. 

(2) Why were Unionists defeated.'' 

(3) Read Hart's Source Book, No. 116. 

(4) Effect. 

Compare these statements : 

It is our duty, as it is our wish, to derive from the 
calamity every lesson it is fitted to enforce. . . . We 
are now fully engaged in a war, and with men, who, 
it is evident, can and will fight. — Boston Courier. 
(Quoted in Sheldon's History.) 

Our troops believed the war ended . . . and left 
the army in crowds to return to their homes. — Jos. 
E. Johnston, a southern general. 

/. Attitude of foreign powers. 

(i) Find out what it was in each case. 

(2) What is meant by " according belligerent rights " .' 

How does it differ from " recognition of inde- 
pendence " ? 

(3) Find out whether the people of Great Britain 

agreed with the policy of the government. 

(4) Did the Union have any foreign nation as a 

friend 1 

(5) Did the southern confederacy expect more than 

it got from European nations.' Give reasons 
for your answer. 



1 44 Studies in United States History 

g. Plan of the war, 1S61-1865. 
(i) Northern. 

Explain "on to Richmond," "open the Mis- 
sissippi," "blockade the South," and "march 
to the sea." 
Trace the working of this plan in future 
events. 
(2) Southern. 

Explain "on to Washington " and "defenders 
of our homes and the rights of self-govern- 
ment." 
//. The war in the West, 1861-1862. 

(i) Study the topography of the West between the 
AUeghenies and the Mississippi. Note effect 
on campaigns. 

(2) Winning of Missouri, 1861. 

(3) How was Kentucky won ? 

(4) Opening of the Mississippi. 

(a) Trace the progress of the Union army 

southward to the close of 1862. 
{b) Capture of New Orleans. Of what impor- 
tance was this ? 
(i') Study the career of Farragut. See 

Scribner's Magazine, June, 1S81. 
(2') Read George W. Cable's New Orleans 
before the Capture, in Century 
Magazine, April, 1885. 
(3') Find out something, if possible, about 
Butler's command in New Orleans. 
(When visiting New Orleans note the 
inscriptions on the Clay and Jackson 
statues.) 
(4') Read Hart's Source Book, No. 119. 

(5) Campaign in eastern Tennessee, 1862. 



Secession and Civil War 145 

/. The Trent Affair, 1861. 

(i ) Why did Lincoln say, " We must stick to American 
principles concerning the rights of neutrals"? 

(2) Follow the course taken by the United States 

after the seizure of Mason and Slidell. 

(3) Was England right in this matter ? 

j. The Monitor and the Merrimac, March, 1862. 

(i) Describe the two vessels. Compare with modern 
war vessels. 

(2) Why is it said that " a revolution had been 

effected in naval warfare " ? 

(3) Effect of the fight. 

k. The Peninsular Campaign, 1862. 

(i) Study the topography of Virginia and note how 
this affected McClellan's movements. 

(2) Trace the movements of the armies, noting 

object of each. 

(3) Why was it a Union failure .-• 
/. Second battle of Bull Run, 1862. 

(i) Object of Pope's campaign. 
(2) Result, and why.' 
w. Confederate invasion of the North, 1862. 
(i) Object. 

(2) Battles of Antietam, Md., and Fredericksburg, Va. 

(3) Was it a mistake on Lee's part to invade the 

North ? Give reasons. 
n. Slavery and the war. 

(i) Explain why these statements were made : 

The South fought to sustain slavery, the North 
fought not to have it hurt. — Phillii'S. 

I have no purpose, directly or indirectly, to inter- 
fere witli the institution of slavery in the States 
where it exists. I believe I liave no lawful right to 
do so, and I have no inclination to do so. — Lincoln. 



1 46 Studies iH United States History 

" No amendment shall be made to the Constitution 
which shall authorize or give to Congress the power 
to abolish or interfere, within any state, with the 
domestic institutions thereof, including that of per- 
sons held to labor or service by the laws of said 
state." (An amendment adopted in the House by 
a vote of 133 to 65 and in the Senate 24 to 12 
in 1861.) 

(2) When and why were slaves considered contra- 

band of war ? Effect. 

(3) Congressional action regarding slavery in terri- 

tories, June 19, 1862. 

" Slavery was forever prohibited in any part 
of the public domain." 
(a) What historical precedents for this act .'' 
{l>) Could popular sovereignty still prevail? 
(<:) Could the principle of the Dred Scott 
decision prevail .-' 

(4) Emancipation, 1861-1865. 

(a) All slaves used in military operations were 

freed in August, 1861. 
(Jf) Resolution of Congress, March, 1862 : 

" Resolved, that the United States ought to 
cooperate with any state which may adopt 
gradual abolishment of slavery, giving to each 
state pecuniary aid . . ." 

(i') What do you think of this plan .? 
(2 ') Why did it not succeed .'' 
{c) District of Columbia Act, April, 1862. 

"About 4000 slaves freed, with compen- 
sation to the owners." 
(d) Congress authorized seizure of slaves of 
persons then in rebellion, July, 1862. 



Secession and Civil War 147 

{e) Lincoln's policy. See fiart's Source Book, 
No. 124. 
(i') Note statements in his first inaugural 
regarding interference witli slavery 
in states. 
(2') His attitude toward the proclamations 
of Fremont (186 1) and Hunter 
(1862). Reasons for this. 
(3') Note the resolution of Congress pro- 
posed by Lincoln, 1862. 
(4') Note his reply to Horace Greeley. 
The letter to Greeley may be found 
in American History Leaflets, No. 26. 
If Lincoln wished, as he said, " that 
all men everywhere could be free," 
why did he not act .'' 
(5') His proposed amendments, December, 
1862. See American History Survey, 
189. 
(6') Emancipation proclamation, Jan. i, 
1863. 
{a'') Study "Sources," — American His- 
tory Survey, 186 ; Hart's Source 
Book, No. 120; American His- 
tory Leaflets, No. 26. 
(/'') Note the warning of Sept. 22, 
1862, to the seceded states. 
What does this mean ? 
((t') I]y what authority did he issue it.'' 
{(V) What slaves did it free .? 
(^') Its effect upon the political, eco- 
nomic, and military situation, 
(y') Would it have been effective if the 
South had won ? 



148 Studies in United States History 

(g') What was its effect on the negroes ? 
(//') Find statements regarding its 
importance. 
(/) State action : West Virginia, 1862 ; Mis- 
souri, June, 1863 ; Maryland, October, 
1864. Why was state action necessary 
in these states ? 
(g) Thirteenth amendment, 1865. 
(i') Learn it. 
(2') Its effect upon the institution of 

slavery. 
(3') Why was it necessary.-' 
(4') Find out why it could not be passed 

in 1864, when first proposed. 
(5') What states had their slaves freed by 
this amendment ? 
o. War in the West and South, 1863 and 1864. 
(i) The Vicksburg campaign, 1863. 
(a) Object and results. 
(l^) Describe Grant's attack, using map. 

(2) Chickamauga and Chattanooga. 

Object and results. 

(3) The Adanta campaign, 1864, and the "march 

to the sea." 
(a) Why was Atlanta a point of importance for 

the South ? 
(d) Was it not a mistake to supplant Johnston 

by Hood? 
(<r) Can the devastation wrought by Sherman's 

army be justified ? Compare with present 

ideas. 
(d) State the results of these campaigns. 

(4) Sherman's advance northward from Savannah. 
(a) Trace his route, and note results. 



Secession and Civil War 149 

• 
/. War in the East, 1863 and 1864. 
(i) Chancellorsville. 

Effect of this Confederate success. 

(2) Lee's second invasion of the North, June and 

July, 1863. 

(a) What justified this in Lee's mind? 

(b) Gettysburg, July 1-3, 1863. 
(i') Describe the battle. 

(2') Was this a decisive battle? 

(3') Why did the war not end with Vicks- 

burg and Gettysburg ? 
(4') Read and learn Lincoln's Gettysburg 
Address of Nov. 19, 1863. See 
American History Survey, 186, or the 
facsimile of the address in Lincoln's 
handwriting, Montgomery, 439. 
(5') Read Hart's Source Book, No. 123. 
(6') "This battle marks a turning point in 
all history." Why ? 
(f) Find out all you can about the attitude of 
the North at this time. Note the Draft 
Riot. Lincoln was called a " tyrant," etc. 

(3) The campaigns of 1864. 
(a) "On to Richmond." 

(i') Trace Grant throughout the year. 

(2') Why did the South still persist? Was 
there any hope ? 

(3') Relation of this campaign to the south- 
ern campaign of Sherman. 

(4') Relation to Sheridan's campaign in the 
Shenandoah valley. 
(^) Sheridan's valley campaign. 

(i') Reasons for. 

(2') Results. 



I 50 Studies in United States History 

q. Tlie election of 1864. 

(i) Parties and candidates. 

{a) Why was Johnson nominated for Vice 

President ? 
ih) Do you see any changes in sentiment since 
1856 and i860? Explain. 

(2) The Democrats carried only New Jersey, Dela- 

ware, and Kentucky. 
Significance of this. 

(3) Effect of Lincoln's reelection. 
r. The Confederate cruisers. 

(i) Find out what they did. 
(2) The Alabama. 

{a) Its history and career. 

{b) Did England do her duty as a neutral t 

(e) What were the Alabama claims .' 

(Refer to the Treaty of Washington, 187 1, 
for the settlement.) 
s. The last campaign, 1865. 

(i) Fall of Richmond, April 3, 1865. 
(2) Lee's surrender at Appomattox, April 9, 1865. 
(a) Note the terms. Could Grant have been 

more generous ? 
(If) Read Hart's Source Book, No. 125, for an 
account of the interview between Grant 
and Lee, written by Horace Porter. 
What idea do you get of the character 
of these two men from this interview .■* 
(e) Read Lee's letter of surrender, Montgomery's 
History, 461. What spirit does it show.!* 
/. Results of the war. 
(i) Cost. 

(2) What questions did it settle ? 

(3) What problems did it give rise to ? 



Secession a}id Civil War 151 

Referetices on the war period 

" Sources." 

Hart's Source Book, Nos. 1 13-126. 

American History Survey, Chap. VHI. 

Old South Leaflets, No. 11. 

Preston's Documents, 313. 

Grant's Memoirs ; Johnston's American Orations. 

Hart's Contemporaries, IV, Chaps. XHI-XXH. 

Channing, Chap. XHI; McLaughlin, Chap. XVL 
Montgomery, 401-464; Epochs, HI, Chap. IX. 
McMaster, Chap. XXVH. 
Lee's United States History (southern); Gordy, Chap. 

XVni; Sheldon, 325-361. 
Eggleston, Chaps. LI-LVII; Burgess' Civil War and 

Constitution, I, H. 
Greeley's American Conflict. 
Ropes' Story of the Civil War. 
Stephens' War between the States. 
Dodge's Bird's Eye View of the Civil War. 
Davis' Battles and Leaders of the War. 
Davis' Confederate States. 
McClellan's Own Story. 

Comte de Paris' Military History of the Civil War. 
Blaine's Twenty Years in Congress. 
Century War Book (Battles and Leaders). 

Supplementary reading. 

Read's Sheridan's Ride. 

Lowell's Commemoration Ode ; America. 

Longfellow's Building of the Ship. 

Thomas Nelson Page's Red Rock. 

Howe's Battle Hymn of the Republic. 

Mary A. Livermore's My Story of the Civil War 



152 Studies in United States History 

6. Lincoln's assassination, April 14, 1865. 

a. Note in full the effect of this. 

b. Would Lincoln's fame have been greater had he 

lived longer ? 

Give your opinion with reasons. 

7. A study of Lincoln. 

. . . And, standing like a tower. 

Our children shall behold his fame, 

The kindly-earnest, brave, foreseeing man, 

Sagacious, patient, dreading praise, not blame. 

New birth of our new soil, the first American. 

James Russell Lowell's Cot?imemoratton Ode. 

(A more complete extract may be found in Hart's 
Source Book, No. 126. Read the entire poem 
in Lowell's works.) 

a. Find out all you can of Lincoln's early life. 

b. Education. (He himself says it was defective.) 

c. His career to i860. 

d. Read as many of his speeches as you can, or extracts 

from them, and discover (i) what he thought of 
slavery; (2) how he would deal with it; (3) what 
he thought of the South ; (4) what he advised 
them to do ; (5) whether he believed in going 
to war ; (6) how he regarded emancipation ; 
(7) whether he thought secession right ; (8) 
how he meant to deal with the South after the 
war. 

e. Write a summary regarding his character as you 

have judged it to be from this study. 
/. Give quotations from different authorities showing 

the estimate of his contemporaries or of present 

writers. 
g. Was he more truly American than Washington .? 



Secession and Civil War 1 5 3 

References on topic 7. 

" Sources." 

Hart's Source Book, Nos. 124, 126. 

American History Survey, 167-190. 

American History Leaflets, Nos. 18, 26. 

Old South Leaflets, No. 11. 

Hart's Contemporaries, IV, Nos. 44, 50, 66, loi, 

145- 

Morse's Abraham Lincoln, 

Nicolay and Hay's Life of Lincoln in the Century 

Magazine. 
Schurz's Abraham Lincoln. 
Holland's Life of Lincoln. 

Raymond's Life and Public Services of Lincoln. 
Hapgood's Lincoln, — the Man of the People. 
8. Financial policy of the Union, 1861-1865. 

a. Condition of finances, 1861. 

b. Congressional action, 
(i) Tariffs. 

(2) Greenbacks. Do you see why gold in 1864 was 

at a premium of 285% ? 

(3) National Bank Act, 1863. 
{a) Describe the plan. 
(/) Object. 

(r) Reasons for placing 10% tax on state bank 

circulation. 
{d) Could it be better adapted to present con- 
ditions .-" How ? 

(4) Internal revenue system, 1862-1865. 
{a) Describe it. 

{p) Is such a system now in force ? 

(<:) Condition in 1865. 

(/^/) Compare with present system. 



154 Studies in United States History 

9. Southern finances, 1861-1865. 

a. Methods of raising revenue. 

b. Condition in 1865. Was the southern war debt 

ever paid ? 
10. Admission of states, 1861-1865 : Kansas, 1861 ; West 
Virginia, 1863 ; Nevada, 1864. 

a. Was Kansas a free or a slave state ? 

b. Why did West Virginia separate from Virginia ? 

Suggestion. — Make a map showing the United States in 
1865. Color the states but leave the territories uncolored. 
Trace the boundaries of the territories as then located. 
This map may be used to trace development after 1865. 
As states are admitted, add to the map by coloring and 
placing date of admission thereon. 

References on topics 6, 8-10. 

Channing, 515-519, 553, 554- 

McLaughlin, 449, 450, 479, 554. 

Montgomery, 408-409 ; Epochs, III, 232, 247, 248. 

McMaster, 437-439 ; Sheldon, 362-367. 

Eggleston, Chap. LVII I ; Burgess' Civil War and Recon- 
struction ; Channing's United States from 1765 to 
1865, Chap. I. 

Taussig's History of Tariff. 

General Questions and Topics relating to the War 

1. Was the war a rebellion ? 

Give reasons for your answer. 

2. Compare the northern and the southern war policy. 

Could the South have done differently.? 

3. Is it true that the blockade was the chief factor in the 

defeat of the South ? 



Secession and Civil War 1 55 

4. Why did the war last so long ? 

5. What part did the I^order States play ? 

6. Was the United States justified in feeling bitter toward 

England ? 

7. Verify this statement : 

There is, in history, no devotion not religious, no 
constancy not meant for success, that can furnish a 
parallel to the devotion and constancy of the South in 
this extraordinary war. — Epochs^ III, 239. 

8. Negroes in the armies. 

Did the South arm the negroes ? 

9. Prisons, northern and southern. 

10. Pictures of life during the war, in both North and 

South. 

a. Read from Hart's Source Book, Nos. 117, 118, 121, 

122. 

b. Bring in accounts from other authorities than those 

found above. 

Century Magazine, September, 1885 (A Woman's 
Diary of the Siege of Vicksburg). 

Atlantic Monthly, August, 1886 (Domestic Life in 
the Confederacy). 

Harper's Magazine, LIT, 576 (Confederate Make- 
shifts). 

Livermore's My Story of the Civil War. Hart's 
Contemporaries, IV, Nos. 86-98. 

Century Magazine, April, 1901 (A Woman's Expe- 
riences during the Siege of Vicksburg). 

1 1. Influence of newspapers and magazines. 
I 2. Grant and Lee. 

Study each as to early life, education, generalship, 
and character. What is there to admire in 
each ? 



156 Si2idics hi United States History 

Still in his veterans' hearts to-day 

His battle drums are beating; 

His bugles always blew advance, 

With him was no retreating. — Poem on Grant. 

Honor followed as his shadow, 

Valor lightened all his cares ; 

And he rode, that grand Virginian — 

Last of all the cavaliers. — Poem on Lee. 

13. Men prominent in the war period. 

Make a list of these, stating briefly in what way each 
is prominent. 

14. Women during the war. 

References. 

" Sources." 

Hart's Source Book, Chap. XVIII. 
Hart's Contemporaries, IV. 

Biographies of statesmen, generals, or others prominent 

during the period. 
Grant's Memoirs. 
See all histories mentioned in previous lists for the 

Civil War period. Consult indexes. 



VII. The Period of Reconstruction, 1865-1871 

I. Problems of 1865. 

Suggestions. — Write a summary in the notebook. As you 
study trace the particular efforts made to solve these prob- 
lems. Do you think the United States has shown the best 
wisdom at all times ? In connection with what problems 
has marked ability been shown .■* 



Reconstruction i 5 7 

Reconstruction. 

a. What is meant by "reconstruction"? 

b. Theories as to the status of the seceded states with 

reference to the Union, 
(i) Note Lincoln's words in his last public address, 
April II, 1865: "Concerning the question 
whether the states were ever out of the union, 
I have purposely forborne any public expres- 
sion on it, as it appears to me that question 
has not been, nor yet is, a practically material 
one. . . . We are all agreed that the seceded 
states, so called, are out of their proper 
practical relation with the Union, and the 
sole object of the government ... is to get 
them into that proper practical relation." 

(2) Why was it necessary to decide upon the status 

of the seceded states .'' 

(3) If the seceded states were not in the Union, 

1865, was the Thirteenth Amendment valid ? 
It was ratified by 27 out of 36 states. 

(4) State the different theories. 

c. Lincoln's policy, 1863-1865. 

(i) Study his Proclamation of Amnesty and Recon- 
struction, Aug. 12, 1863, and his annual 
message of December, 1863. (Quoted in 
American History Survey, 188, 189.) 

(2) Study the extract above under topic b and in 

American History Survey, i8g, 190. 

(3) Outline his method of reconstruction. Accord- 

ing to this plan who could vote .-' 

(4) What states reorganized in accordance with 

Lincoln's plan ? Why did Congress refuse 
to receive the electoral votes of Louisiana 
and Tennessee, 1864? 



158 Studies in United States History 

d. Johnson's policy, 1865. 

(i) Outline his method. Who could vote? 

(2) To what extent was reconstruction accomplished 

in accordance with his method ? 

(3) Compare with Lincoln's. 

(4) Would Lincoln have probably been more success- 

ful in carrying out the policy than Johnson ? 

e. Congressional policy, 1865-1871. 

Read Hart's Source Book, No. 130, and Hart's 
Contemporaries, No. 149. 
(i) Find reasons for the attitude of Congress. 

(2) What political party was responsible for the plan ? 

(3) Freedman's Bureau, 1 865-1870. 

Object and results. 

(4) Civil Rights Bill, 1866. Its object. 

(5) Reconstruction amendments. 

{a) Thirteenth, 1865. What did it do? 
{b) Fourteenth, 1868. Proposed in Congress, 
1866. See Constitution for text, 
(i') State in summary what each section 

provides for. 
(2') Why were Southern States so long in 

ratifying it ? 
(3') In what way did it modify the Consti- 
tution ? 
(4') Is suffrage solely a state affair? 

Notice recent discussions regarding 
conditions of suffrage in new south- 
ern state constitutions, 
(r) Fifteenth Amendment, 1870. Proposed in 
Congress, 1869. 
(i') Learn this amendment. 
(2') What was its effect on the second sec- 
tion of the Fourteenth Amendment ? 



RLConsiruction 159 

(3') Was it wise to extend suffrage to the 
negro ? Follow the future history 
with this question in mind. 

(6) Method of reconstruction. 

(a) Study acts of Congress, 1867. 

(/') Explain the process fully by which the 

seceded states were reorganized. Who 

could vote ? 
(r) What were " carpetbaggers " ? 
(c/) What is meant by the " iron-clad oath " ? 

(7) Trace the progress of reconstruction. 

(8) Results. 

ia) Struggle between the President and Congress. 

Show why. Study the Tenure of Office 

Act and the Impeachment of Johnson. 

{F) Study political conditions in the South from 

1867 to 1871. 

(i') Read Hart's Source Book, Nos. 131, 

132, and other accounts. 
(2') What was the Ku-Klux Klan .? See 
Hart's Contemporaries, No. 156. 
(<r) Force Bill. Object and effect. 
{d') Find out what you can regarding negro 
suffrage to-day. 
/. Gen. Robert E. Lee's advice on reconstruction. 

See Hart's Source Book, No. 129. Select a few 
quotations showing his idea. 
g. Some recent views of reconstruction. 

Use as a topic for individual investigation. 
//. What was done with Jefferson Davis, the president 
of the Confederacy? Was he dealt with too 
severely or not severely enough ? 
/. With which do you sympathize, the South or the 
government .'' 



i6o Studies in United States History 

References on topic 2. 
" Sources." 

Hart's Source Book, Chap. XIX. 
American History Survey, 189-193. 
Johnston's American Orations, IV, 3-15, 125-188. 
Hart's Contemporaries, IV, Chaps. XXIII-XXV. 
Channing, 557-567 ; McLaughhn, 469-485. 
Montgomery, 465-485 ; Epochs, III, Chaps. XI, XII. 
McMaster, Chap. XXX; Sheldon, 376-379; Gordy, 

374-384- 
Burgess' Reconstruction and the Constitution. 
Scott's Reconstruction during the Civil War. 
Blaine's Twenty Years in Congress, II. 
Atlantic Monthly, 1901. 

Lee's United States History (Southern), 533-547. 
American Statesmen Series, — Charles Sumner, Seward, 
Lincoln. 

Supplevientary reading. 

Century Magazine, May, 190 1 (A Yankee Teacher in 

the South). 
Thomas Nelson Page's Red Rock. 
3. Foreign relations, 1865-1870. 

a. The French in Mexico. 

(i) Review the policy of the French during the war. 

Was the Monroe Doctrine violated ? 
(2) Result. 

b. Purchase of Alaska, 1867. 

"Sources," — American Territorial Development, 

Chap. IX. 
(i) From whom acquired? 
(2) Trace the boundaries. Has there ever been 

dispute over these .-' If so, how has it been 

settled ? 



R ceo US t ruction 1 6 1 

(3) What rights were the people to have ? Compare 

with former treaties of annexation. 

(4) State the advantages to be gained by annexation. 

(5) Why was it opposed? Was the constitutional 

right discussed ? 

(6) What was paid ? 

(7) Has Alaska been of value ? 

c. Burlingame Treaty with China, 1868. Of what 
importance ? 

4. The Atlantic cable. 

Its influence upon political, commercial, and diplo- 
matic relations. 

5. Admission of Nebraska, 1867. 

References on the period from 1865 to 1870. 
" Sources." 

Hart's Source Book, Nos. 127-132. 
American History Survey, 188-193. 
Caldwell's Territorial Development, Chap. IX, 201- 

213; Johnston's American Orations. 
Hart's Contemporaries, Chaps. XXIII-XXV. 
Channing, 557-570; McLaughlin, 469-485. 
Montgomery, 465-487 ; Epochs, III, Chaps. XI, XII. 
McMaster, Chap. XXX; Sheldon, 376-379. 
Eggleston, Chap. LIX ; Andrews, II ; Burgess' Recon- 
struction and the' Constitution. 
Blaine's Twenty Years in Congress. 
Century Magazine, see index for various topics. 
Grant's Memoirs. 

McCuUoch's Men and Measures of Half a Century. 
Andrews' Last Quarter of a Century, Chaps. V, VI. 
Wilson's Rise and Fall of the Slave Power, III, 434-740. 
Cable's Silent South and Negro Question. 
Note. — Consult other histories and magazine articles. 



1 62 Studies in United States History 

VIII. The Period of National Growth, 1871-1901 

Suggestions. — Study to discover how politically, socially, 
and industrially the North and the South are again welded 
into a nation. 

Add to the map of the United States the new states as 
they are admitted. 

Study to find out what the chief causes of our prosperity 
have been. Write a summary in notebook. 
I. Political history. 

a. Southern political disorders. 

(i) Note the effect of carpetbag government and 
negro suffrage. Read Hart's Source Book, 
Nos. 131, 132. 

(2) Federal intervention. Object, methods, and 

effect. Study* the Ku-Klux movement; find 
out how the South kept negroes from voting. 

(3) Rival governments. 

Note the effect of this condition in the elec- 
tion of 1876. 

(4) How settled ? Note President Hayes' policy 

from 1877 to 1 88 1, and the repeal of the 
Force Act, 1893. 

(5) Effect upon political parties. 

References. 
" Sources." 

Hart's Source Book, Nos. 131, 132. 

Hart's Contemporaries, Nos. 151, 153, 157. 

Channing, 569, 571-573- 

McLaughlin, 483-485, 487-489, 494-496, 500, 502. 

Montgomery, 483-485, 494, 496, 517. 

Epochs, ni, 275, 276, 281-288. 

Andrews, If, index. 

Note. — Consult other references at close of period. 



National Growth 163 

b. Political scandals. 

(i) Credit Mobilier, 1872. 

(2) Whisky Ring, 1875. 

(3) Salary grab, 1873. 

c. Electoral commission, 1876. 

(i) Object. Study election of 1876. 

(2) Result of its work. 

(3) What does McLaughlin mean in saying, " This 

whole affair, then, was a victory for free gov- 
ernment ; it showed that the Americans pos- 
sessed the prime requisite for self-government 
— self-control " ? 

(4) What principle in the settlement of differences 

is here exemplified .-• Note Hayes' words, 
quoted in McLaughlin's History, 497. 

d. Political parties. 

Suggestion. — Place names of different parties in the note- 
book, working out under each its principles and leaders, 
(i) Liberal-Republican party, 1872. 

{(I) Note its platform, giving causes. 
(/») Its part in the election. Why did the Demo- 
crats accept the platform t 

(2) Greenback party, 1880. 

Reasons for its existence. 

(3) Prohibition party, 1872. 

id) Why did the prohibitionists form a political 

party ? 
(Ji) Trace its part in the different elections. 

(4) The People's part}', 1884; Populists, 1892. 
{a) Its origin. 

((5) Effect on other parties, 
(r) Its platform. 

(5) Labor party, 1872 ; Equal Suffrage party, 1S88. 



164 Studies ill United States History 

(6) Republican party. 

(a) Trace its history in relation to the chief 
events of the period, 1870-1901. 

{b) Sum up the leading principles of the party 
to-day. Study the platform of 1900. 

(7) Democratic party. 

(ci) Trace its history in relation to the lead- 
ing questions of the period, 1870- 
1901. 

{b) State the principles of the party to-day. 
Study the platform of 1900. 

(8) What is a " mugwump " ? What is an " inde- 

pendent " ? Should every one belong to a 
political party ? What is a '* machine poli- 
tician " ? 
e. Civil-service reform. 

(i) Grant's Civil-Service Commission, 1871-1873. 

(2) The Pendleton Act, 1883. 

(a) Study this extract from President Arthur's 
annual message, December, 1881. 

" Original appointments should be based upon 
ascertained fitness. 

" The tenure of office should be stable. 

" Positions of responsibility should, so far as 
practicable, be filled by the promotion of worthy 
and efficient officers. 

" The investigation of all complaints and the 
punishment of all official misconduct should be 
prompt and thorough." 

{b) Object of the bill. 

{c) Results. Trace the progress of reform. 

(3) Present condition of the civil service. 

(4) Compare with the spoils system. Read Hart's 

Source Book, No. 137. 



National GrozvtJi 165 

f. Ballot reform. 

Explain the Australian system. Discuss the merits 
of this system. 

g. Electoral Count Act, 1887. Its object. 
h. Presidential Succession Bill, 1S86. 

(i) What does the Constitution say as to the succes- 
sion .-' 
(2) State the law of succession. 
/'. The Reed Rules in the House of Representatives. 
Object and effect of these. 

Rcfcrc7ices. 
" Sources." 

Hart's Source Book, Nos. 133, 137. 

Hart's Contemporaries, Nos. 156, 157, Chap. XXVI. 

Channing, 571-579; McLaughlin, 487, 535. 
Montgomery, index; Epochs, III, 281-286, 288-290, 

293> 294, 296, 297. 
Andrews' Last Quarter "Century of the United States. 
2. Financial history. 
a. Revenue. 

(i) How does the government secure revenue? 
Is an income tax constitutional .'' 

(2) Tariff. 

{a) Trace the tariff legislation since 1870. 

{p) What is meant by reciprocity ? 

(f) Distinguish between a protective tariff and 

a free-trade tariff. 
(^) Compare arguments used to-day and those 

regarding the first tariff. 
(^) What was the Porto Rican tariff question ? 
(y) What is the present policy ? 

(3) War taxes, 1898. 

(4) Bonds. Why issued in 1893? in 189S .'' 



1 66 Studies in United States History 

b. Silver legislation. 

(i) Demonetization of silver, 1873. Its effect. 

(2) Bland-Allison Bill, 1878. 

Object and effect. 

(3) Sherman Act, 1890. 

Did this have anything to do with the panic 
of 1893 ? 

(4) Repeal of the Sherman Act, 1893. 

c. Resumption of specie payments, 1879. 

Explain fully why necessary. 

d. What is meant by "free coinage".'' by "bimetallism".^ 

by " single standard " ? by " gold standard " .-• 

e. What is our present financial standing ? 

Refcretices. 
" Sources." 

Hart's Source Book, No. 136 (Resumption of 

Specie Payments). 
Hart's Contemporaries, Nos. 168-172. 

Consult all histories of the period, magazines, and 
newspapers. 
3. Foreign affairs, 1870-1901. 

a. Treaty of Washington. 

(i) Review the attitude of Great Britain during the 
Civil War. 

(2) What questions were settled by the treaty.^ 

(3) Read Hart's Source Book, No. 134, for a con- 

temporary view of the treaty. 

(4) Study the Geneva award, 1871-1872. 

b. Northeastern fishery question. 

(i) Review treaties of 1783 and 1S18 as regards 

the fisheries. 
(2) Treaty of 1854. Its effect. Why terminated 

in 1865 1 



National Growth 167 

(3) Trace the causes of dispute from 1865 to 187 1. 

(4) Note the provisions of the Treaty of Washington, 

1871. 

(5) Fishery Award, 1887. 
{a) Reasons for. 

(/J) Amount. 

(r) Results. Was it satisfactory ? 

(6) Joint Commission, 1888. 

(7) Present status of the question. 

References. 
'■ Sources." 

Hart's Contemporaries, IV, No. 173. 

Andrews' Last Quarter Century of the United States, 

II, 118, etc. 
Consult indexes of text-books. 
Current History Magazine, index. 

c. Behring Sea controversy. 

d. The Venezuelan trouble. 

(i) State the causes. 

(2) Did the United States have a right to interpose } 

Note Olney's position. Read Cleveland's 
Venezuelan Message, quoted in American 
History Survey, 214-216. 

(3) What new interpretation was given to the 

Monroe Doctrine ? 

(4) How was it settled .^ 

(5) What principles regarding international rela- 

tions are exemplified .'' 

References. 
" Sources." 

American History Survey, 214-216. 
Hart's Contemporaries, Nos. 178, 179. 



1 68 Studies in U?iitcd States Histury 

McLaughlin, 524-527. 

Montgomery, 517, 520. 

Andrews' Last Quarter Century of the United States, 

index. 
Consult rhagazine articles. 
e. The Hawaiian question, 1893-1898. 

(i) When did our relations with Hawaii begin.? 

(2) Trace the various efforts at annexation before 

1898. Why did they fail ? 

(3) When and why was Hawaii finally annexed ? 

(4) Sum up the advantages of annexation. 

(5) Hawaiian government. Describe it, and com- 

pare with that of former acquisitions. 

References. 

Caldwell's Territorial Development, 213-227. 

McLaughlin, 520, 521, 535. 

Montgomery, 518. 

Andrews' Last Quarter Century of the ITnited States. 

Sparks' Expansion of American People, 440-443. 

NoTK. — Consult also current magazine articles. 

f. Trouble with Italy, 1891. 

g. Trouble with Chile, 1891. 
h. War with Spain, 1898. 

(i) Causes. 

(a) Study Cuban affairs under Spanish rule. 
{l)) Study our relations to Cuba. One writer 
says : 

"We have had a Cuban question for over 
ninety years." 

Can you verify this ? 
(r) Study the Maine disaster. In what way 
did this affect the situation ? 



National Growth 169 

(2) When and how was war declared ? 

(3) Trace the chief events. 

(4) Results. 

(a) Terms of the treaty. 

(i') What territory was thus acquired? 
(2') What provisions were made regarding 

Spanish subjects ? 
(3') What provisions were made regarding 

native inhabitants ? 
(4') What is said regarding religion .'' 
(p) General results. 

References. 

" Sources." 

Hart's Source Book, Chap. XXI. 

Hart's Contemporaries, Chap. XXX. 

Caldwell's American Territorial Development, 230- 

237- 
McLaughlin, 529-535. 

Grifhs' The Romance of Conquest, Chap. XXVH. 
/. The Samoan trouble with Germany. Result. 
J. The war in China, 1900. 

Why did the United States take part in this war? 
Effect upon our standing among the nations. 

Note. — Consult current magazine or newspaper 
articles for material. 

k. Our relations with Cuba, 1898-1902. 

(i) Note this extract from President McKinley's 
second annual message, 1898 : 

" The people of the island of Cuba are, and of right 
ought to be, free and independent. . . . 

"The United States hereby disclaims any disposi- 
tion or intention to exercise sovereignty, jurisdiction 



1 70 Studies in Uiiitcd States History 

or control over said island, except for the pacifica- 
tion thereof, and asserts its determination when that 
is accomplished to leave the government and control 
of the island to its people." 

(2) Trace our relations with Cuba after the war. 
{a) Why did we keep military occupation so long .' 
(<^) What are the terms of the Piatt Amend- 
ment ? Are they just? 
(<r) What is the present condition ? 
4. Industrial history, 187 0-1902. 

a. Trace the growth in the various industries, — agri- 

culture, mining, manufacturing, etc. 

b. Labor and capital, 
(i) Strikes. 

{a) Study several of the prominent ones since 

1870 to discover causes. 
{t>) Have they been beneficial ? 

(2) Trusts. How shall they be controlled ? 

(3) Trades-unions. 

c. How has the railroad affected our industrial develop- 

ment ? 

d. Commerce. 

(i) Means of transportation. 

(2) Interstate Commerce Commission. 

(3) Effect of tariff on commerce. 

(4) Discuss reciprocity in its effect on commerce. 

(5) With what nations do we trade ? 

(6) What is meant by the " open-door " policy ? 

To what nation does it apply 1 

(7) Nicaragua Canal. 

ia) Review Clayton-Bulwer Treaty and Hay- 

Pauncefote Treaty. 
{b) Present condition of this matter. 
{c) Advantages of such a canal. 



National Growth 171 

(8) Ship-subsidy question. 

Should government aid be given ? 

5. Intellectual development, 1870-1902. 

a. Note the progress of science and invention. 

b. Educational progress. 

c. Literature. 

Name the leading poets, novelists, essayists, and 
historians of this period. 

d. Art. 

6. Social development, 1870-1902. 

a. Social settlements. Their aim and effect. 
/'. Classes of society. 

(i) What is the character of American aristocracy ? 

(2) Is society more or less democratic than in 
1800? 
c. What is being done to benefit the masses ? 

References. 

Histories of the period, 1870-1902. 

Magazines, and histories of American Literature. 

7. Present problems. 

a. The Indian question. 

(i) What has the government done for the Indian ? 
Has he been treated fairly ? 

(2) What is our present policy ? 

(3) What shall we do with them } 

(a) Read Hart's Source Book, No. 138, and 
Hart's Contemporaries, No. 204. 

{b) Consult histories and current magazines for 
a discussion of this question. 

b. The negro problem. 

(i) What is the problem? 

(2) Who shall solve it ? Read Grady's speech 
quoted in Hart's Contemporaries. IV, 652. 



1 72 Studies ill United States History 

(3) Is it purely a southern problem ? 

(4) Note these words of Booker T. Washington's : 

" In the future more than in the past, we want to 
impress upon the Negro the importance of identifying 
himself more closely with the interests of the South. 

"Almost the whole problem of the Negro in the 
South rests itself upon the fact as to whether the 
Negro can make himself of such indispensable service 
to his neighbor and the community that no one can 
fill his place better in the body politic." (Quoted 
from Hart's Contemporaries, No. 208. Read the 
entire extract, if possible.) 

(5) How does the Southerner look at the question .' 

References. 

Hart's Contemporaries, Nos. 205, 208. 

Booker T. Washington's The Future of the American 

Negro ; Autobiography of Washington. 
e. Colonial problems, 

(i) Did we have a colonial policy previous to 
1898? 

(2) Government of Porto Rico. Compare with 

territorial government. 

(3) The Philippines. 

(a) The Philippine Commission. 
{b) Present conditions as to government, educa- 
tion, etc. 
(e) What shall their future be ? 

References. 

Caldwell's Territorial Development, 237, 254. 
Hart's Contemporaries, IV, Chap. XXXI. 

Note. — Consult current magazine articles. 



National Growth 173 

d. Labor problem. 

How shall the differences between capital and 
labor be adjusted ? 

e. Problem of immigration. 

(i) In what ways has immigration been restricted ? 
(2) Has the time come to place greater limitations 
upon immigration .-* 
/. What shall be the future of the Monroe Doctrine ? 
Read Hart's Contemporaries, IV, No. 196, and 
Roosevelt's Minneapolis Address, quoted in cur- 
rent magazine or newspaper, September, 1901. 
g. The anarchist problem. How shall we deal with it .'' 



New occasions teach new duties ; Time makes ancient good 

uncouth ; 
They must upward still, and onward, who would keep abreast of 

Truth ; 
Lo, before us gleam her camp-fires ! we ourselves must Pilgrims 

be. 
Launch our Mayflower, and steer boldly through the desperate 

winter sea, 
Nor attempt the Future's portal with the Past's blood-rusted key. 

James Russell Lowell's T/ie Present Crisis. 



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Accuracy has been diligeiitly and patiently studied, and investi- 
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Every section ends with a brief summary. Copious notes are 
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Method in History. — By William H. Mace, Professor of History in 
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Reference History of the United States. — By Hannah A. Davidson. 
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Droysen's Outline of the Principles of History. — Translated by E. 
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Halsey's Genealogical and Chronological Chart of the Rulers of 
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